Reproductions supplied by EDRS are the best that can be … portfolio artifact, ... Evaluations of INTASC Principles Based on Rubric Scales." ... 408 N. Union Street P.O. Box 789 Bloomington,

DOCUMENT RESUME

ED 474 198 SP 041 415

TITLE Student Teacher's Portfolio Handbook [and] Evaluation ofStudent Teachers Guidebook [and] Implementation Guide forEvaluation of Student Teachers.

INSTITUTION Ball State Univ., Muncie, IN.; Phi Delta Kappa International,Bloomington, IN.

PUB DATE 2001-00-00NOTE 96p.

AVAILABLE FROM Phi Delta Kappa International, Center for ProfessionalDevelopment & Services, 408 North Union Street, P.O. Box 789,Bloomington, IN 47402-0789. Tel: 812-339-1156; Tel: 800-7661156 (Toll Free); e-mail: [email protected]; Web site:http://www.pdkintl.org.

PUB TYPE Guides Classroom Learner (051) Guides ClassroomTeacher (052)

EDRS PRICE EDRS Price MF01/PC04 Plus Postage.DESCRIPTORS Academic Standards; Administrator Role; Elementary Secondary

Education; Higher Education; Journal Writing; *PortfolioAssessment; Portfolios (Background Materials); PreserviceTeacher Education; Research Methodology; Scoring Rubrics;Student Journals; *Student Teacher Evaluation; StudentTeacher Supervisors; Student Teachers; *Teacher Competencies;Teacher Qualifications; Teacher Role; Teaching Skills

IDENTIFIERS Reflective Thinking

ABSTRACT

This document contains a Handbook, a Guidebook, and anImplementation Guide. The Handbook, designed to complement the Guidebook,discusses topics such as: "What is an Educational Portfolio?"; "Types ofPortfolios in the Teacher Preparation Program"; "Types of Artifacts forDocumentation in the INTASC Standards"; "Collecting Artifacts during StudentTeaching"; "Suggested Artifacts for Portfolios: Demonstrating Competence onthe INTASC Standards"; "The Classroom Teacher's Role in the PortfolioProcess"; "The University Supervisor's Role in the Portfolio Process";"Helpful Hints for the Presentation"; "Showcase Portfolio: Final PresentationForm"; "The Summative Evaluation"; and "The Reflective Journal." Appendixesinclude worksheets on weekly goals for personal growth, reflective analysisof portfolio artifact, and videotape analysis and reflection. The Guidebookcovers topics such as: "The Formative Evaluation; "How to Use the FormativeEvaluation"; "The Portfolio: Developmental to Showcase"; "The SummativeEvaluation"; "Frequently Asked Questions from Teachers"; "Frequently AskedQuestions from Students"; "The Collaborative Model"; and "FormativeEvaluations of INTASC Principles Based on Rubric Scales." Appendixes includeworksheets on weekly goals for personal growth, reflective analysis ofportfolio artifact, videotape analysis and reflection, and summative studentteaching profile. The Implementation Guide facilitates the use of theHandbook and Guidebook. It supports the development of a performance-basedevaluation process for student teachers, providing background for thedevelopment of rubrics and details for planning staff development at theuniversity and classroom level. Some of the topics covered are: "Ball StateUniversity and Teachers College"; "Unit Assessment System and ConceptualFramework for Teacher Education"; "INTASC Standards"; "Evaluation Using aRubric Format"; "Levels of Student Development"; "Why BSU Has Been

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Successful"; "Possible Modifications for Other Programs"; "Components ThatShould Not be Changed"; "Preparations for Teacher Training"; "ProvidingOngoing Support for University Supervisors"; "Possible Problems andSuggestions"; and "Professional Development for Your University Staff." (SM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Student Teacher's Portfolio Handbook

[and]

Evaluation of Student Teachers Guidebook[and]

Implementation Guide for Evaluation ofStudent Teachers

Phi Delta Kappa International& Ball State University

Teachers College

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)0 This document has been reproduced as

received from the person or organizationoriginating it.

0 Minor changes have been made to improvereproduction quality

o Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

D. R. Walling

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EST COPY AVAILABLE

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ii=4:gr;weBEST COPY AVAILABLE

Student Teacher's Portfolio HandbookCover Explanation

This cover design emerged from the intention toillustrate the dynamics that occur when establishededucators offer their professional wisdom as aguide for student teachers. To visually articulate themulti-dimensional aspects of such a powerfulexperience meant creating a metaphor that wasnot bound by images of individual faces literallyfrozen in time. Learning requires time, and in thecover this concept is implied with the illusion ofdepth through the interplay of background colorand foreground form. The seemingly wild abandonof the colorful background represents life's infiniteexperiences. Juxtaposed in the foreground, thecentral spiral represents the learned teacher who isalso infinite but has gained form. Composed fromthe same colors of "life," the spiral has taken shapethrough learningunderstanding ideas and givingthem direction and purpose. This awareness of"knowing" brings the desire to consciously sharesuch possibilities with others. The spiral expandsto teach the next generation of learners symbolizedby the spiral at the top of the cover which isseparate and free to continue the meaningful work.

Aivtfax-tSenior Designer

Phi Delta Kappa International4

predented

Phi Delta Kappa InternationalBall State University

Teachers College

5BEST COPY AVAILABLE

Office of Educational Field ExperiencesBall State University G Teachers Colleg

Roy A. Weaver, Ed.D., Dean

Student Teaching Portfolio Team

Patricia Hughes, Ed.D., DirectorOffice of Educational Field Experiences

C. Frederick Dykins, Ed.D., Assistant Professor, University SupervisorDepartment of Educational Studies

Sheryl Proctor, M.S., University SupervisorDepartment of Educational Studies

Jan Richard, M.S., TeacherMitchell Elementary School, Muncie Community Schools

M. Kay Stickle, Ph.D., ProfessorDepartment of Elementary Education

The committee appreciates the suggestions and assistance received for this document from universityfaculty, supervisors, local school administrators, teachers, and student teachers in the field.

The Student Teacher's Portfolio Handbook is designed as a complement to:

the Evaluation of Student Teachers Guidebook

Copyright ©2000 by Ball State University. All rights reserved. No part of this publication may be reproducedor transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or anyinformation-and-retrieval system, without written permission from Ball State University.

Published and distributed by

Phi Delta Kappa International Center for Professional Development & Services408 N. Union Street P.O. Box 789 Bloomington, IN 47402-0789 800-766-1156

Email: [email protected] Website: www.pdkintl.org

2

Conceptual Framework forTeacher Education

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BelievingUnderstands Content

Understands DevelopmentUnderstands Difference

BehavingDesigns Instructional Strategies

Manages and MotivatesCommunicates

Plans and IntegratesEvaluates

BecomingReflects on Practice

Participates in the Professional Community

7 3

What Is An Educational Portfolio?

An educational portfolio is a collection of artifacts, evidence, and reflections documenting one's competence andaccomplishments in the teaching field. It may serve many purposes: to indicate growth (Developmental), to displaybest works (Showcase), to showcase during a job search (Professional). The portfolio is an ever-changing collec-tion. The owner of the portfolio continuously reflects on which items to include or remove.

Value to the Student TeacherServes as a tool for continuous self-evaluationServes as a way to ensure the INTASC standards are being metServes as a help to define areas of strength and weaknessServes as a tool for continuous reflection, which leads to improved classroom performance

Value to the Evaluator (University Professors, Classroom and University Supervisors)Offers an authentic, performance-based framework to judge the work of the studentShows areas of strength and weaknessProvides opportunities to guide the student toward improved teaching

Value to the Potential EmployerDemonstrates authentic application of skills learnedShowcases exemplary work for those at the Distinguished levelCreates opportunities for dialogue about artifacts and beliefs about teaching

Value to the Teacher Education ProgramProvides critical feedback on the success of students in the fieldProvides opportunities to evaluate the strengths and weaknesses of the pre-service programServes as a final evaluation of the university's efforts toward meeting the INTASC standards

Types of Portfolios in the Teacher Preparation Program

The Developmental PortfolioStudent teaching is one of the capstone experiences in the teacher preparation program. At this stage, students shouldbe well-prepared to apply their skills in a classroom. In most cases, the final semester is the first opportunity forstudents to have full teaching and planning responsibilities. At this stage, the portfolio becomes a collection ofevidence and reflections based on full-time teaching. Students will begin a new portfolio collection of artifacts andwritten reflections during the student teaching placement.

The Showcase PortfolioNear the end of the student teaching experience, students are required to prepare a final portfolio for oral presenta-tion (20-25 minutes) to classroom and university supervisors. The student teacher may invite others to attend thispresentation as well: school administrators, professors, other teachers, etc. The Showcase Portfolio is a "bestevidence" collection of artifacts demonstrating competence on the standards. Students will select artifacts for eachINTASC principle that best demonstrate their skills or growth over the semester (see "Specific Requirements forEach Student Teaching Placement" p.16). Each artifact will include a reflection on why that piece was selected andhow the piece shows growth or competence. This final portfolio will contain evidence primarily from the studentteaching experience (80%) but may also contain artifacts from other experiences throughout the teacher preparationperiod (20%).

4 8

The Professional PortfolioAs students prepare to interview for teaching positions, most will be preparing a portfolio to showcase strengths.This is a more "professional" version of the Showcase Portfolio. Creativity is the key to articulating teaching be-liefs and style. While previous portfolios may have been more prescriptive in nature, the professional portfolio of-fers the teaching candidate opportunities to be unique. There is no right or wrong way to prepare this portfolio aslong as the purpose is served: demonstrating competence in all standards for teaching. Students are also encour-aged to create portfolios in other formats such as brochures, web sites, or CDs.

The Developmental Portfolio for Student Teachers

You have completed your pre-service training and are now beginning the final phase of your teacher preparationprogram. Having full teaching responsibilities in a classroom will provide opportunities for you to demonstrateyour beliefs and apply the skills you have learned. You will be evaluated on your ability to meet the INTASC stan-dards. It is your responsibility to document your growth and competence through your portfolio. Evidence of thefulfillment of your student teaching requirements will be collected throughout your experience. This evidencewill be presented in your portfolio.

Setting UpYour Developmental PortfolioUse a 3-ring notebook at least 2" to 3" thick. All student teaching requirements (refer to your course syllabus fordescriptions of specific requirements), with the exception of lesson plans and weekly planners, will be kept in thisbinder throughout the semester. Purchase tabbed divider sheets and label the sections as follows:

A. Weekly Goals and License Record Hours

B. Observation Reflections (from other classrooms)

C. Videotapes: Analysis Forms

D. Written Evaluations from Supervisors

E. Journal Reflections

F. INTASC Principles (10 separate sections)

1. INTASC 1 6. INTASC 6




5. INTASC 5A and 5B 10. INTASC 10

G. Teaching Unit

H. INTASC Evaluation Instrument (could be in pocket)

I. Other materials reflecting your teaching performance

95

Types of Artifacts for Documentation of theINTASC Standards

What is an artifact?An artifact is any piece of evidence used for demonstration purposes. Most items will come from the everydaymaterials, plans, and student work completed in the classroom. Additional items will come from others (e.g.,observation notes, evaluations, notes to/from parents).

Listed below are many types of artifacts. This list is not intended to be all inclusive but to serve as a guide for you.Refer to "Suggested Artifacts for Portfolios: Demonstrating Competence on the INTASC Standards" p.8 for itemsspecific to each standard. Modifications may be made for student teachers in Early Childhood, Special Education,and other special area settings.

Caution: When including student work, photos, and reflections in your portfolio, use first names only referringto students. Guidelines for confidentiality are clearly defined in the Family Educational Rights and Privacy Act(FERPA) of 1974. Confidentiality must be maintained in both written and oral presentation of samples.

GeneralJournal entriesAnecdotal notesVideo or audiotapes of instruction along with reflective narrativesInformal and formal evaluations from othersPhotographs: pictures that provide evidence of your work or skills, include a caption and supporting evidence

Teaching Skills and KnowledgeLesson plans: highlight with captions particular areas of evidence such as tapping prior knowledge, use of

technology, cooperative learning and set-up, critical thinking questionsStudent work samples: attach the lesson plan or directions given for the assignment

(These are very strong pieces of evidence.)Copies of teaching materials developed: learning packets, learning centers, etc.Media/technology skills: samples of discs, photos, plans, etc., including electronic gradebook; templates for

lesson plans or activities; lists of web sites used for teacher and students; lessons showing use ofcomputers/Internet to enhance instruction; PowerPoint presentations (teacher or student copies); use ofDistance Learning Labs; use of overhead, camcorder/VCR, interactive video, laser disks, cable andeducational television, etc.

Evidence of how you used e-mail, data bases, distance learning equipment, and the Internet to research andcommunicate with educators worldwide; print-out examples of on-line news groups and listserve member-ships you use

Bibliographies of materials used

Understanding of StudentsEvidence of meeting individual needs: lesson plans, individualized plans or IEP adaptations,

behavior modification plansCase studiesModifications of lessons with student samplesChallenge material presented to individual students or small groupsEvidence of understanding of multiple intelligences

6 10

Organization nd Classroom EnvironmentRecord-keeping: rubrics, checklists, gradebook excerpts, contracts, or anything that demonstrates

your ability to organize, manage, and assess student progressClassroom management philosophy with materials as evidencePhotos of environmental print and bulletin boards with explanationsSeating arrangements

EvaluationAssessments: tests created, authentic performance-based assessments along with scoring rubrics,

informal assessment strategies, evidence of student progress over timeDiagnostic tools used to get to know studentsSamples of checklists or organizational systems used for informal assessment

Professionalism and Community InvolvementGoals (short- or long-term)Self-assessments: video evaluations, journal entries, narratives that analyze your teaching along with

your problem-solving strategiesHandouts or notes from workshops attended: include a reflection piece describing how you used this

information in your teachingLists of workshops/conferences attended: include follow-up on how you incorporated new knowledgeMemberships in professional organizationsSelf-initiated volunteerismEvidence of teaming: team-teaching, participation in faculty planningCommunity resources: evidence of speakers, study trips, materials organized by youParent communication: samples of newsletters, notes, progress reports, responses to parent concerns, notices,

records of phone contacts, etc.Family involvement: parent volunteer activities initiated, involvement of families in curriculum or assignments,

extracurricular activities initiatedProfessional writing: anything published

Products Demonstrating Excellent TeachingStudent samples before/after significant instructionPre/post student scores demonstrating improvementEvidence of student's change in attitudes over time toward learningStudent's work demonstrating a high degree of understanding based on challenges you presentedEvidence of comprehensive integration of instruction over time

Collecting Artifacts During Student TeachingYou should begin collecting potential artifacts early on in your placement. As you write journal entries and lessonplans, create assessments, design management strategies, etc., consider which items might serve as good evidenceof your growth and competence. Place the item with the appropriate INTASC standard in your notebook. You will,of course, gather more artifacts as you increase your classroom responsibilities. Take note of the requirements forthe Showcase Portfolio to be sure you are collecting appropriate evidence. Remember that the intent of the portfo-lio is not to "create extra work" for you, but rather to have you consistently collect evidence of your good teachingand make sure you are addressing the elements in each INTASC principle.

Prior to each benchmark conference, your supervisors will be reviewing the items you have collected up to thatpoint. In preparation for your final Showcase Portfolio presentation, you will be reviewing and selecting your bestartifacts for each INTASC principle and writing a reflective piece for each one.

It is your responsibility to regularly update your portfolio andto have it available at all times for your supervisors.

7

11

Suggested Artifacts for Portfolios:Demonstrating Competence on the INTASC Standards

This list is not intended to be all-inclusive. Please include any evidence documenting your progress or competencetoward an INTASC standard. In addition to the materials suggested here, you might also include notes and evalua-tions you have received from supervisors or other school staff. Modifications may be made for student teachers inEarly Childhood, Special Education, and other special area settings.

Principle #1 The student teacher understands the central concepts, tools of inquiry, andstructures of the discipline(s) he or she teaches and can create learning experiences that makethese aspects of subject matter meaningful to students.

Element Possible Evidence

Knowledge of Content

Use of Interdisciplinary ApproachesWhen Teaching Content (may connectto literature, writing, the arts)

Selects Content to EncourageDiverse Perspectives

Principle #2

Resource references in lesson plans and unitsLearning packets that demonstrate knowledge of content/skillsLesson plans, web sites, or outlines in which concept is clearly explainedResearch conducted in preparation for instruction

Lesson plansWork from students showing cross-curricular understandingsEvidence of student involvement in planning theme unitsReferences or feedback from colleagues in other disciplines

Materials used (written plans and unit)Selection of materials that incorporate positive images of any

ethnic group, gender, etc.Journal reflectionsSelection of materials to break down stereotypesVideo/audiotape and analysis of class discussion

The student teacher understands how children learn and develop and can providelearning opportunities that support their intellectual, social, and personal development.

Element

Developmental Characteristicsof Students

Activates Prior Knowledgeand Experiences

8

Possible Evidence

Case studies or observation notesExamples of differentiated curriculumAdaptations of materials and of lesson plansDiagnostic tools used to get to know studentsVideo or audiotapes with analysisSamples of checklists used to record developments

Written lesson and unit plansVideo and audiotapes with analysisJournal reflectionsEvidence of connections to real-life experiences or to the "big picture"

12

Principle #3 The student teacher understands how students differ in their approaches tolearning and creates instructional opportunities that are adapted to diverse learners.


Teaching to IndividualLearning Abilities

Selection of Resources to MeetRange of Individual Needs:Special Education to Gifted

Expectations for Learning andAchievement

Principle #4

Lesson plans demonstrating a variety of teaching strategiesFeedback from support staff (special education, Title I,

gifted-education, etc.)Journal entriesPlans showing integration of multiple intelligencesLearning centers or supplemental activitiesSamples of differentiated curriculum for select students

(above is required for Showcase Portfolio)Evidence of adaptations based on students' IEPs

Materials listed in plans and unitLiterary collections covering a wide variety of abilitiesEvidence of manipulatives and hands-on learningLearning centers with specific objectives to challenge learners

Objectives in plans demonstrating challenging materialStudent or parent interviewsJournal reflections or observations

The student teacher understands and uses a variety of instructional strategies toencourage students' development of critical thinking, problem solving, and performance skills. Note:Instructional strategies include, but are not limited to: cooperative learning, small and large groups, lecture, project work,thematic instruction, partner learning, use of media resources, and technology.

Element

Selecting Resources forGeneral Instruction

Best Practices:Multiple Teaching Strategies,Active Learning, Modeling

Student Teacher Role in theInstructional Process

Possible Evidence

Resources listed on written plans and unitStudy trip objectives matched to curriculum and student needsUnit plans: resource list and rationaleRecords of how materials were selected: your criteria

Video or audiotapes with analysisEvidence of multiple intelligences in delivery of instruction

and assessmentsAnecdotal observations of small group instruction or cooperative groupsUse of learning centers or stationsExplanation of grouping procedures used in the classroomCollection of pre- and post-test data to support teaching strategies used

Journal reflectionsVideo or audiotapes with analysisEvaluations from supervisors

139

Principle. The student teacher uses an understanding of individual and group motivationand behavior to create a learning environment that encourages positive social interaction in theclassroom.

Element

Management of Transitions

Management of Time and Materials

Directions and Procedures

Pacing

Performance ofNon-Instructional Duties

Principle #5B

Possible Evidence

Video or audiotapes with analysisJournal reflectionsClassroom map to demonstrate traffic flow and management of materialsManagement planProcedures developed and how they were taught

Journal reflectionsVideo or audiotapes with analysisProcedures for handling materials

Written plans or proceduresManagement planVideo or audiotape with analysisHandouts from workshops with summaries/evidence of how this new

knowledge was applied in the classroom

Videotape and analysisJournal reflections

Anecdotal or journal reflections

The student teacher uses an understanding of individual and group motivationand behavior to create a learning environment that encourages positive social interaction in theclassroom.

Element

Positive Climate forIntrinsic Motivation

Establishing Expectationsfor Behavior

/0

Possible Evidence

Environmental print (displays, bulletin boards, etc.)Documented opportunities for students to share with othersAffective inventories with studentsStudent or parent interviewsAnecdotal observations of explicit community-building activitiesVideotapes with analysisEvidence of positive comments used routinely with studentsYour beliefs about discipline (required for Showcase Portfolio)

Examples of rule-setting or clarifying experiencesEvidence of consequences/rewards for behavior choicesVideos, audiotapes, journal reflections

Monitoring Student Behavior Evidence of cooperative group social skills being taught and usedVideos, audiotapes, journal reflections

Response to Student Misbehavior

Principle #6

Recorded logs tracking individual behavior problems and responsesRecord-keeping or notes to parentsComments from school support staffVideos, audiotapes, and journal reflections

The student teacher has knowledge of effective verbal, nonverbal, and mediacommunication techniques to foster active inquiry, collaboration, and supportive interaction inthe classroom.

Element

Oral and Written Language

Quality of Questions

Discussion Techniques withStudent Participation

Use of Media and Technology:felt/magnetic boards, charts,film/overhead projectors, computers(Internet, Power Point, DistanceLearning, etc.) as available

Principle #7

Possible Evidence

Video or audiotapes and analysisCommunications with school staff, community, parents, etc.

(demonstrating your writing skills)

Video and audiotapes with analysisEvidence of divergent questions in written plansSamples of student-generated questions

Anecdotal observations of student discussionsStudent interviews and evaluationsVideo or audiotapes with analysisSummaries/analysis of class or community meetings

Resources in lesson and unit plansFeedback from media staffLog of activity on computers or in labs, showing continuous use

of technologyPhotographs, transparencies, web sites, etc.Products created by students(Evidence of competence in technology is required for Showcase Portfolio)

The student teacher plans instruction based upon knowledge of the subjectmatter, students, the community, and curriculum goals.

Element

Purposeful Learning Activities Basedon Essential Skills/District Curriculum

Short- and Long-Term Planning(including unit plans)

Possible Evidence

Proficiency statements or references in lesson plans and units

Lesson and unit plansJournal reflectionsEvidence of pre-tests and references to prior learning to determine plansPlanning charts or web sites

Lesson Plans: Monitoring and Written extensions and/or remedial plansAdjustment Video or audiotapes with analysis, journal reflections

15'I

Principle #81 The student teacher understands and uses formal and informal assessmentstrategies to evaluate and ensure the continuous intellectual, social, and physical development ofthe learner.

Element

Variety of Formal/InformalAssessment Strategies

Possible Evidence

Student journal entries used for assessmentSamples of teacher-made tests/quizzes/diagnostic toolsStudent rubrics for self-evaluationSamples of authentic/alternative assessments

(required for Showcase Portfolio)Collection of before/during/after samples showing student growth

(required for Showcase Portfolio)

Assessment Data Used in Lesson Pre- and post-tests used to analyze instructional effectivenessPlanning/Adjustment K.W.L. charts and adjustments to plans

Interpretations of data and adjustments made based onobjectives being met

Evaluates Criteria and Feedback

Recording and MonitoringAssessment Data

Principle #9

Student journals and portfoliosK.W.L. charts and adjustments to plansWritten comments on students' workRubrics or assessment criteria developed by student teacher or studentsJournal reflections on decisions based on assessments

Written evidence of regular assessmentsUse of computer for feedback or record-keepingGradebook, spreadsheets, charts, graphs

The student teacher is a reflective practitioner who continually evaluates the ef-fects of his/her choices and actions on others (students, parents, and other professionals in thelearning community) and who actively seeks out opportunities to grow professionally.


Reflection on Teaching(written journal andconversations)

Relationships with Colleagues

12

Journal reflectionsAnalysis of video and audiotapesEvidence of personal goal-setting and subsequent results

Anecdotal observations from staff /administratorsEvidence of leadership role within a teaching teamMinutes and/or notes of successful team planning

(agenda, presentation notes, communications, etc.)Materials shared with colleagues

16

Professional Growth(includes studentteaching requirementsand portfolio)

'Principte-o-a-

Articles/books read and subsequent application of knowledgeAttendance at professional meetings and subsequent

classroom applicationActive membership in professional organizationsExamples of committee workAction research conducted within the classroomArticles written or presentations to facultyStudent teaching requirements

The student teacher fosters relationships with school colleagues, parents, andagencies in the larger community to support students' learning and well-being.

Element

Participation in School/DistrictEvents and Projects

Sensitivity to Student Needsand Awareness ofCommunity Resources

Respectful and ProductiveCommunications with Families

Possible Evidence

Evidence of participation in extra curricular activitiesInvolving students in community projectsCivic involvementHandouts or artifacts from eventsSamples of materials prepared for meetings, classes, etc. in which

a leadership role was assumed

Contact with support services within or outside of the schoolDocumented contact with community agencies (Classroom teacher

must approve contacts regarding individual student's needs.)Anecdotal observations from school staff

Communications with parents (formal and informal)Newsletters and invitationsFamily learning projectsMaterials prepared for parent conferencesInnovative connections with familiesFeedback from parentsLogs of parent contacts and subsequent actions

I he Classroom Teacher's Role in the Portfolio Process

Classroom teachers will want to review the portfolio regularly. It will be most helpful to review the contents priorto a benchmark conference. Student teachers will appreciate feedback and guidance in selecting artifacts. The class-room teacher should also respond to issues discussed in journal entries. The portfolio should serve as a catalyst fordialogue about good teaching practices.

1713

The University Supervisor's Role in the Portfolio Process

The university supervisor serves as the link between the university and the local school environment. The supervi-sor should review the portfolio on each visit. Students should be given positive feedback along with suggestions forimproving the contents of the portfolio. The supervisor will specifically be checking to ensure that student teachingrequirements are being met in a timely fashion and with professional quality. The supervisor may want to establishsome time frames for completion of portions of the portfolio throughout the semester. Time should also be provid-ed at seminars for discussion of artifacts and for small group sharing.

University supervisors will provide assistance in setting dates for the final portfolio presentation by each student.This presentation time will likely replace a final classroom observation. Following the presentation, supervisors maywish to use that time (privately with the classroom teacher) to discuss the student's INTASC evaluation, the finalcompetence levels on INTASC, and the narrative for the Summative Student Teaching Evaluation.

lhe Showcase Portfolio for Student Teaching

ContentsTable of ContentsSchool Demographics and Classes TaughtPhilosophy of Education (revise the one you completed for your student teaching application)Goal Sheets (collected throughout the semester)Reflective Observations (from outside observations completed)Analysis/Reflections of VideotapesTen INTASC Principles: 1 to 3 artifacts per principle along with a written reflection piece for each one.(see "Specific Requirements for Each Student Teaching Placement" p.16)The Teaching Unit

In addition, the following artifacts are required for specific principles.

Specific Requirements: These items may be counted as artifacts

INTASC #3: Show samples of differentiated curriculumINTASC #5: Include your beliefs about disciplineINTASC #6: Provide evidence of your competence using technology to enhance instructionINTASC #8: Include in-depth analysis of student progress and authentic assessments

Note: Appropriate modifications to these requirements may be made by superviors for Early Childhood,Special Education, and special area settings.

PurposeThis is your opportunity to present evidence of the beliefs and skills you have developed during your teacherpreparation program. Preparing for this presentation will also help you define your strengths and weaknesses andprepare for job interviews. You will gain confidence as you practice articulating and supporting your beliefs abouteducation!

1814

PreparationTwo weeks prior to the end of your student teaching, begin selecting your best artifacts for each INTASC principleand writing your reflective pieces. Do not underestimate the time you will spend in preparation! Practice yourpresentation skills at home. Keep the time of your presentation to 20-25 minutes. It is not necessary to read yourPhilosophy of Education during the presentation. You will paraphrase your written reflections.

Written ReflectionsIncluded in this manual is a form titled, "Reflective Analysis of Portfolio Artifact." Type or hand-write one for eachartifact. During your presentation, briefly paraphrase what you have written. Your supervisor/s will read your writ-ten explanation after your presentation.

The PresentationSmile! This is your time to shine! Have student samples pulled from the notebook and ready to hold up forviewing. Taking items in and out of the 3-ring binder is time-consuming and distracting.

EvaluationYour university supervisor will use a simple performance scale to document the contents of your portfolio. A formfor this evaluation is included on p.18 in this handbook.

The contents for each INTASC standard will be evaluated as follows:Strong, convincing, and consistent evidence; quality reflection (5)Clear evidence and/or reflection (3)Limited evidence and/or limited reflection (1)No evidence and/or weak reflection (0)

1915

Specific Requirements for Each Student Teaching Placement

Each student teaching placement is unique in the number of weeks, number of classroom supervisors, and numberof artifacts required. Please follow the guidelines below in preparing your portfolio.

16 -week placements (full semester), at one or two sites: Three (3) artifacts per INTASC principleI 0- to I 3-week placements: Two (2) artifacts per INTASC principle6- to 8-week placements: One (1) or Two (2) artifacts per INTASC principle

UniversitySupervisor(s)

ClassroomSupervisor(s)

Setting Directions

One One or more One classroom Present Showcase Portfolio at the end ofthe semester for all supervisors.(Example: 8 16 weeks, one location)

One Two or more Two differentstudent teaching

placements

Present one Showcase Portfolio at theend of the semester with artifacts represent-ing each placement proportionately asdescribed above. All classroom supervisorsshould be invited.(Example: 10 weeks elementary, 6 weekskindergarten)

Two differentuniversity

supervisors

Two or more Two differentstudent teaching

placements

Prepare a Showcase Portfolio for eachplacement with artifacts representingthat particular setting. The respective class-room and university supervisors should bepresent. You will be presenting a portfoliofor each university supervisor near the endof each placement.(Example: 10 weeks secondary or elemen-tary: 6 weeks special education)

16

Helpful Hints for the Presentation

The contents of your portfolio are more significant than your presentation skills at this point. However, it is ex-tremely important to polish your presentation skills in preparation for job interviews!

Advice From Student Teachers in the Pilot Program"Be sure to have strong evidence, relax, and start preparing early."

"Keep a lot! It's easier to eliminate than to add at the end."

"Make sure you know what you have and what it really means about your growth."

"Practice before the presentation. Know the ten INTASC standards and don't just read them."

"Practice beforehand and choose exemplary work to show. Go above and beyond what is asked of you."

"Don't try to do it all at one time. Keep current with it during student teaching."

"Practice! Know what is in your portfolio. Highlight the main parts in your written reflection."

"Add artifacts as you go. Don't wait until the end."

"Constantly review what you have and what you still need. Don't wait until the last minute."

"Make copies of student work throughout the semester, especially before and after samples."

"Know your material and just be confident in your hard work."

During the PresentationBegin by describing your teaching situation:Elementary: makeup of classroom, assistants, etc.Secondary: course load, special circumstances, etc.

Have all pictures, student samples, and other artifacts (not reflections) pulled out of the binder so they caneasily be shown to observers.

If using a video, audiotape, or computer-generated presentation, show only the key element and have it cuedand ready to go.

Paraphrase your reflective pieces. You can use sticky notes or notes on a card for reference.

Verbally identify the focus of each standard.(Refer to the Summative Evaluation or beginning of INTASC evaluation booklet.)Example: "INTASC standard #5 represents Management and Motivation. One artifact I have selected todocument my skills on this standard is . . . "

After briefly describing the artifact, you might say "What I learned from doing this was . . ." or "This is oneof my stronger areas and I have included as evidence." Or "I struggled in this area, buthere is what I learned . . ."

Be honest. Accent your strengths and acknowledge areas for improvement.

Prepare a "belief' statement, a quote, or a 1-2 line summary of your strongest skills as a closure.

21BESTCOPYAVA1LABLF

17

Showcase Portfolio: Final Presentation Form

Student Teacher

(5) Strong, convincing, and consistent evidence; quality reflection(3) Clear evidence and/or reflection(1) Limited evidence and/or limited reflection(0) No evidence and/or weak reflection

INTASC Principle Evidence or Comments Score

1. Knowledge and integrationof subject matter

2. Knowledge of humandevelopment and learning

3. Instruction adapted to meetdiverse learners

4. Variety of instructionalstrategies and resources

5. Effective learning environment:management and motivation

6. Effective communication

7. Effective planning

8. Assessment of student learning

9. Reflection and professionalgrowth

10. Relationship with theschool and community

Overall Score (50 points possible)

Strongest Areas:

Weakest Areas:

Comments:

Signature of Evaluator: Date:

1822

The Summative Evaluation

The Summative Student Teaching Profile will be completed for each student. This form is included in the INTASCevaluation instrument. Following the portfolio presentation, the university supervisor and classroom teacher(s)will collaborate to discuss the portfolio and the student's progress. A level of competence (Unsatisfactory, Basic,Proficient, or Distinguished) will be determined for each INTASC standard. Collaboration is critical to this process.However, the university supervisor has the responsibility of determining final levels of competence for each student.Further details regarding the Summative Evaluation can be found in the Evaluation of Student Teachers Guidebook.

Search the Internet for the keyword(s) "educational portfolios"and find many on-line resources for the development of the teacher portfolios.

23 19

The Reflective Journal

QUESTIONINGPROBLEM SOLVING

EVALUATINGANALYZING

The journal gives you an opportunity to strengthen your learning through introspection and self-analysis.

Suggestions for Reflection:1. Your successes/failures/struggles in the classroom.2. Your discussions with your supervisors.3. Perceptions about individual incidents or students (first names only please).4. Reactions and questions regarding: observations, school activities, and relationships with colleagues.5. Evaluations of materials or techniques you have used.

Questions for Consideration:1. To what degree have you met your goals for the week? Your long-term goals?2. Describe a stressful or challenging event. Why was it stressful? What did you do to alleviate the stress?

How could you handle the situation differently the next time it occurs?3. What long-term evidence do you have that students are learning?4. What are you doing to provide a caring, inviting, and exciting place for learning?5. How is your management style helping/hindering the classroom environment?6. What are you doing to communicate with the parents of your students?7. In what ways are you using the INTASC standards as a guide for improvement?8. Analyze your professional demeanor. How well do you work with others? In what areas could you improve?

REMEMBER!Support your opinions, suggest possible solutions or alternatives, and problem solve.

Journals are not for:

sq!, Logging your activities,

judging others, or

complaining without problem solving!

Quality is more important than quantity.

2420

Resources Cited

Unit Assessment System: Report to the Indiana Professional Standards Board. (1999, December). Muncie, IN: BallState University, Teachers College.

Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to Develop a Professional Port-folio: A Manual for Teachers. Boston, MA: Allyn and Bacon.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexander, VA: Association forSupervision and Curriculum Development.

Wyatt, R. L., III, & Looper, S. (1999). So You Have to Have a Portfolio: A Teacher's Guide to Preparation andPresentation. Thousand Oaks, CA: Cowin Press, Sage.

Rakow, S. (1999). Involving Classroom Teachers in the Assessment of Preservice Intern Portfolios. Action in Teach-er Education 21 (1), 108-115.

Wile, J. M. (1999). Professional Portfolios: The "Talk" of the Student Teaching Experience. The Teacher Educator34 (3), 215-231.

Wolf, K. (1996). Developing an Effective Teaching Portfolio. Educational Leadership 53 (6), 34-37.

25 21

Appendix

Weekly Goals for Personal Growth

Reflective Analysis of Portfolio Artifact

Videotape Analysis and Reflection

26


INTASC # Short-Term Goals (Be specific) Week of

Cut on this line



27


INTASC #

Brief Description of Evidence:

Analysis of What I Learned:

How This Artifact Demonstrates my Competence on the INTASC Principle:

28


Directions: Videotape a 30-45 minute segment of teaching. Include transitions into and following the lesson.View the tape twice before completing this analysis.

Name Recording Date

Topic of Lesson

What INTASC principles did you plan to demonstrate with this video? (Principle # and Element #)

Describe the degree to which you accomplished your goal:

Self-Analysis of My Teaching

What are some of your personal idiosyncrasies? What can you do about them?

What happens to your voice in different situations?

What did you do to set the mood or climate for learning? Would you do anything differently?

Analyze your questions. What do you notice in terms of quality, levels, wait time, your response to students?

How well did you involve all students in responding and participating? Equity issues?

With what progress are you the most pleased?

What areas do you believe you still need improvement?

(If this is not the first video) Describe the differences you are seeing in yourself as a teacher.

* Adapted from: S. V. Drake, "Teacher Self-Evaluation Report," unpublished instrument, BSU.

30

BALL STATEUNIVERSITY.

Developed by:

Ball State University,founded in 1918, is a state-supported school located inMuncie, which is 55 milesnortheast of Indianapolis, Indi-

ana. There are about 18,000 graduate and under-graduate students enrolled. Out-of-state studentsmake up 10 percent of the total enrollment andinternational students 1 percent. The 955-acre res-idential campus includes 63 major buildings anda physical plant valued at nearly $710 million.

Office of Field Experiences(765) 285-1861

Email: [email protected]: www.bsu.edu/teachers/units/oefe.html

Published and distributed by:

Phi Delta Kappa International, found-ed in 1906, is a not-for-profit internationalprofessional organization for men andwomen in education. There are , KBP Pa 44,over 600 PDK chapters in the per- *<;:.

United States, Canada and 12 *".4foreign countries. Its purpose isto promote quality education, 7, twith particular emphasis on pub-licly supported education. Its pro- the P

gramming is designed to stimulate the profes-sional growth of educators and to deal withcurrent problems and issues of education.

408 N. Union StreetP.O. Box 789, Bloomington, IN 47402-0789

(800) 766-1156 (812) 339-1156Fax: (812) 339-0018

Email: [email protected]: www.pdkintl.org

EST COPY AVAILABLE,

t.

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Evaluation of Student Teachers GuidebookCover Explanation

This cover design emerged from the intention toillustrate the dynamics that occur when establishededucators offer their professional wisdom as aguide for student teachers. To visually articulate themulti-dimensional aspects of such a powerfulexperience meant creating a metaphor that wasnot bound by images of individual faces literallyfrozen in time. Learning requires time, and in thecover this concept is implied with the illusion ofdepth through the interplay of background colorand foreground form. The seemingly wild abandonof the colorful background represents life's infiniteexperiences. Juxtaposed in the foreground, thecentral spiral represents the learned teacher who isalso infinite but has gained form. Composed fromthe same colors of "life," the spiral has taken shapethrough learningunderstanding ideas and givingthem direction and purpose. This awareness of"knowing" brings the desire to consciously sharesuch possibilities with others. The spiral expandsto teach the next generation of learners symbolizedby the spiral at the top of the cover which isseparate and free to continue the meaningful work.

MIAAA:oteL toiAbi44,

Senior DesignerPhi Delta Kappa International 33

Stoti tbookpre6ented


Teachers College


Office of Educational Field ExperiencesBall State University Teachers College


The Evaluation Team

M. Kay Stickle, Ph.D., Chair of the Committee, ProfessorDepartment of Elementary Education

Marilyn Buck, Ed.D., Associate ProfessorSchool of Physical Education


Don P. Ester, Ph.D., Associate ProfessorSchool of Music

Nancy Farley, Ed.S., Former PrincipalHarrison Elementary School, Harrison-Washington School Corporation

Linda Hargrove, Ph.D., Associate ProfessorDepartment of Special Education


Philip Metcalf, M.S., Ex Officio, Acting DirectorInstitute for Community Education Development & School Improvement;State ChairpersonIndiana Professional Standards Board


Jan Richard, M.S., TeacherMitchell Elementary School, Muncie Community Schools

Ben Bennett, B.S., RetiredMaxon Inc.; Representative of the Muncie community

The committee appreciates the feedback received from administrators, teachers, and student teachersin the field who worked with the document during the two-year pilot study.

Appreciation is extended to Carmel Clay School Corporation for its early experimentation with an alterna-tive approach to evaluating the performance of Ball State University student teachers in their schools.

Copyright ©2000 by Ball State University. All rights reserved, including copyrighted material by Charlotte Danielson. No partof this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, includingpho-

tocopy, recording, or any information-and-retrieval system, without written permission from Ball State University.



Email: cpds @pdkintl.org Website: www.pdkintl.org

g-3 3

4

Conceptual Framework forTeacher Education

con,

TheProfessional

Educator

BelievingUnderstands Content

Understands DevelopmentUnderstands Difference

BehavingDesigns Instructional Strategies

Manages and MotivatesCommunicates

Plans and IntegratesEvaluates

BecomingReflects on Practice

Participates in the Professional Community

36

Interstate New Teacher Assessment and Support Consortium (INTASC)Principles of Model Standards for Beginning Teacher Licensing and Development

The Professional Educator

I. Understands ContentThe professional educator understands the central concepts, tools of inquiry, and the structuresof the discipline(s) he or she teaches and can create learning experiences that make these aspectsof subject matter meaningful for students.

2. Understands DevelopmentThe professional educator understands how children learn and develop and can provide learningopportunities that support their intellectual, social, and personal development.

3. Understands DifferenceThe professional educator understands how students differ in their approaches to learning andcreates instructional opportunities that are adapted to diverse learners.

4. Designs Instructional StrategiesThe professional educator understands and uses a variety of instructional strategies to encouragestudents' development of critical thinking, problem solving, and performance skills.

5. Manages and MotivatesThe professional educator uses an understanding of individual and group motivation and behaviorto create a learning environment that encourages positive social interaction in the classroom.

6. CommunicatesThe professional educator uses knowledge of effective verbal, nonverbal, and media communicationtechniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Plans and IntegratesThe professional educator plans instruction based upon knowledge of subject matter, the commu-nity, and curriculum goals.

8. EvaluatesThe professional educator understands and uses formal and informal assessment strategies toevaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Reflects on PracticeThe professional educator is a reflective practitioner who continually evaluates the effects ofhis/her choices and actions on others (students, parents, and other professionals in the learningcommunity) and who actively seeks out opportunities to grow professionally.

I0. Participates in the Professional CommunityThe professional educator fosters relationships with school colleagues, parents, and agencies inthe larger community to support students' learning and well-being.

37 5

from Formative Evaluation . .

Planning & OrganizationLesson Plans

Unit PlansNon-Instructional TasksLong-Term Planning

Classroom PerformanceDelivery of InstructionClassroom Management & DisciplineMotivationClassroom EnvironmentAdaptability & FlexibilityStudent Assessment

Becoming a Professional.

Evaluation

Developmental/Showcase

Portfolio &Presentations

Observationsof Teaching

BenchmarkConferences

. . . to Summative Evaluation

BEST COPY AVAILABLE 38

'1 he Formative Evaluation

The INTASC StandardsMany states have adopted the INTASC (Interstate New Teacher Assessment and Support Consortium) standards forpreparing and licensing new teachers. The standards describe what every beginning education professional shouldknow and be able to do. The standards include knowledge, disposition, and performance statements representing adeep level of understanding and performance.

Unit Assessment SystemThe Unit Assessment System evaluates students throughout their teacher preparation coursework. Both formativeand summative data are being collected from students at pre-determined decision points. The INTASC standardsare the guiding force behind these assessments. This formative evaluation instrument was designed specificallyfor the student teaching experience to ensure that students meet the highest of standards set by the ProfessionalStandards Board.

Performance Based Assessment with RubricsThis assessment instrument was designed to clearly articulate the implementation of the INTASC standards in theclassroom. Rubrics are used to describe the actual levels of performance one might see when observing a studentteacher. These descriptors take the "guesswork" out of determining what is basic or above average. The rubric de-scriptors also provide for consistency and standardization in expectations for all student teachers regardless of theirplacement or circumstances. It is important to note that this is a K-12 instrument measuring good teaching skills atall levels. It will be necessary to adapt some rubrics to meet the needs of unique situations (kindergarten, special ed-ucation, some secondary content areas, etc.).

39 7

How to Use the Formative Evaluation

Benchmark ConferencesGood formative evaluation occurs frequently with ongoing feedback and goal setting. A benchmark conference isone that occurs at pre-determined times (every 3-4 weeks) between the classroom supervisor and the student teach-er. The university supervisor may occasionally participate in a conference. The most important outcome of this in-strument and the conferences is the dialogue that occurs.

Before the ConferenceStudents and teachers will each have a copy of the INTASC evaluation and may jot comments at any time. Teach-ers may also want to keep notes or evaluations of specific lessons. Prior to a conference, all of this information isreviewed. Each participant evaluates progress, writes comments in the boxes provided, and determines a compe-tency level for each element. It is extremely important for student teachers to self-evaluate prior to a benchmarkconference. The student should also share a Developmental Portfolio (see descriptive notes in Student Teacher'sPortfolio Handbook, p. 5) with their classroom supervisor for review prior to each conference.

During the ConferenceTeachers and students compare notes and discuss the improvements seen. This is also the time to discuss ways toimprove and to set short-term goals to be achieved before the next conference. Goal-setting forms are included inthe appendix. It is the student teacher's responsibility to write and keep the goal sheets.

After the ConferenceStudent teachers will work on weekly goals established at the conference and keep notes/evidence of progress. Class-room supervisors should continue to recognize and acknowledge strengths and provide guidance and/or modelingin the areas where growth is needed.

The First Benchmark ConferenceYou may feel that it is helpful (and less overwhelming) to limit the number of INTASCprinciples you evaluate at the first conference. Principles #4, #5a-5b, and #6 are usuallygood starting places. Student teachers in kindergarten placements may want to include Prin-ciple #2 in the first conference. Subsequent conferences will then include a review of allten INTASC principles.

408

Completing the EvaluationComments should be based on overall performance in general and not on one specific incident (see SampleTeacher Comments, p. 10).

Comments should be specific with examples of performance or improvement needed. For example, instead of "good"or "coming along" ...one might say, "very aware of time" or "little loss of instructional time" or "work on waittime" or "need to include all students in discussions."

Rubrics should be interpreted to the uniqueness of the classroom. Feel free to adapt them to your circumstances.

Suggested Timing of Benchmark Conferences

Number of Weeks of Suggested Timing ofStudent Teaching Assignment Benchmark Conferences

6 weeks

8 weeks

10 weeks

13 weeks

16 weeks

Weeks 3 or 4, and 5

Weeks 3, 5, and 7

Weeks 3 or 4, 6, and 8

Weeks 3 or 4, 6, 8, and 11

Weeks 3 or 4, 6, 10, and 13

Note: The final benchmark occurs a few weeks prior to the end of the student teaching assignment.This allows the student time for continued improvement.

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Levels of Performance

DistinguishedThe student teacher has demonstrated an exemplary ability to create a communityof learners that has students high-ly motivated and engaged and assuming considerable responsibility for their own learning. The student teacher has

the potential to be an outstanding first-year teacher.

Note: Student teachers in special education settings can achieve the Distinguished level of performance when they

demonstrate exemplary practices.

ProficientThe student teacher clearly understands the concepts underlying the component and implements it well. This im-plementation is consistent and effective. He/She demonstrates the likelihood of becoming an excellent teacher with

more experience and mentoring.

BasicThe student teacher appears to understand the concepts underlying the component and attempts to implement its el-

ements. Implementation is intermittent and/or not entirely successful. Additional reading, observation, and experi-

ence (particularly supported by a mentor) may enable the teacher to become proficient in this area. The student teach-

er will need significant guidance and ongoing skill development to be successful in the classroom.

UnsatisfactoryThe student teacher does not appear to understand the concepts underlying the component. Work on the fundamen-tal practices associated with the element is required to enable growth in this area. Teacher certification will not be

granted at this level.

Important Notes on Performance Levels:MOST student teachers will perform at the Basic and Proficient levels. However, outstandingstudent teachers will perform at the Distinguished level.

The Distinguished level should be reserved for performance that is above and beyond basicrequirements.

Students at the Unsatisfactory level in any area should receive intensive modeling andassistance until they achieve a Basic level of competence.

Levels of Performance are, with permission, adapted from: Danielson, Charlotte (1996), Enhancing Professional Practice, A

Framework for Teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development.

I I

4c'

The Portfolio: Developmental to Showcase

PurposeMost states require universities to ensure that potential teaching candidates demonstrate their competence on theINTASC standards. The clearest demonstrations of competence are the student's classroom performance while teach-ing full time. The student teacher must assume the responsibility of collecting evidence of their skills. The collec-tion and reflection process leads to productive goal setting and better planning. Throughout the placement, studentswill maintain a Developmental Portfolio. After a careful selection of the "best" evidence, students will develop aShowcase Portfolio for presentation to classroom and university supervisors.

The Developmental PortfolioMost students have maintained various types of portfolios during coursework prior to student teaching. Studentteaching is the capstone experience in which students apply their skills in a classroom setting. The DevelopmentalPortfolio is designed specifically for the student teaching experience. Throughout the semester, students will col-lect artifacts for each INTASC standard. Most of the items will be "everyday" evidence of good teaching (e.g., les-son plans, journal entries, student samples, an original assessment piece). Students will collect items throughout thesemester in preparation for the Showcase Portfolio. Classroom and university supervisors should have access to theportfolio for review at anytime, but especially prior to a benchmark conference. Classroom supervisors are encour-aged to frequently review the portfolio, read journal entries, and review the student's short-term goals. All of theseitems demonstrate evidence of a reflective practitioner (INTASC #9).

The Showcase PortfolioThe Showcase Portfolio is a "best evidence" collection of artifacts demonstrating competence on the INTASC stan-dards. Some artifacts may even be selected to show growth over time. A written reflective analysis will be preparedfor each selected artifact.

The final portfolio will also include the student's philosophy of education and beliefs about discipline and class-room learning environments.

The Showcase PresentationNear the end of the student teaching experience, student teachers prepare the Showcase Portfolio for an oral pre-sentation (20-25 minutes) to the classroom and university supervisors. The student teacher is encouraged to inviteothers to attend as well; school administrators, professors, other teachers, etc. The purpose of the presentation istwofold:

The student teacher will demonstrate the ability to clearly and succinctly communicate proficient ability levels.Classroom and university supervisors will have the opportunity to evaluate the student's ability to demonstrateskill levels and to articulate their beliefs. Students will also be evaluated on the degree to which they met theINTASC standards. This information will be taken into account in preparation for the Summative Evaluation.

NOTE: Most student teachers with two different assignments during the semester will make their Showcase pre-sentation at the end of the semester.

12 44

The Summative Evaluation

Purpose and Use of the Summative EvaluationIt is important to remember that school administrators will be reading this evaluation during a student's job search.School administrators in the pilot study noted that they appreciated having the Levels of Performance indicated foreach INTASC principle. They view the narrative as the best evidence available to describe the current skills of thepotential candidate. Evaluations for all students are maintained in the Office of Professional Field Experiences. Inaddition, the Career Services office is provided with a copy for the student's credential file (with student permis-sion).

Preparing for the Final EvaluationThe student teacher will have completed the Showcase Portfolio Presentation with his/her supervisors. The univer-sity supervisor will then collaborate with the classroom supervisor to determine final levels of competence for eachINTASC principle. The university supervisor ultimately has the responsibility of determining the final levels of com-petence. The university supervisor may provide guidance on writing the narrative. The university supervisor willprovide a copy of the Summative Student Teaching Profile for the final evaluation. The university supervisor andthe classroom supervisor will each write a narrative summary for the student.

Writing the NarrativeTeachers may find it helpful to use their comments from the last benchmark conference along with the wording inthe rubrics to create the narrative. Keep in mind that the task is to provide supportive documentation in the three ar-eas of Believing, Behaving, and Becoming. It is recommended that narratives be typed. Most teachers find that it iseasiest to merely feed the form through a computer printer.

The Final ConferenceThis conference is held near or on the last day of student teaching in the classroom. The university supervisor mayor may not attend due to travel and number of students. Please be sure that all pages are signed or initialed. The stu-dent has the right to decline placement of the Supportive Documentation form in their placement file. If this occurs,students should sign a declination form provided by the university supervisor.

Students must present the following documents to the university supervisor:

The Summative Student Teaching Profile (all copies signed or initialed): original and one (1) copy.The license record sheet (signed by the classroom supervisor).Two copies of the INTASC rubrics that are completed by the classroom supervisor. Students should make apersonal copy to keep. The completed INTASC rubrics will be maintained in the university supervisor's files.Additional copies may be requested for university research purposes.

The university supervisor may have other requirements to be completed.

The Appendix and Supportive MaterialsThe appendix includes: Weekly Goals for Personal Growth

Reflective Analysis of Portfolio ArtifactVideotape Analysis and ReflectionSummative Student Teaching Profile

4 5 l3

Frequently Asked

When I look over the packet, it looksoverwhelming.Won't this take a lot oftime?Pilot teachers had the same reaction. However, theirconclusion was that they quickly learned to use andvalue the rubric descriptors. It helps challenge the sharpstudents and gives clarity to the struggling student. Re-member that you can choose to discuss only #4, #5 a/b,and #6 during the first benchmark conference.

What if I haven't observed an elementwhen I do the first benchmark conference?Often the student has not had the opportunity to workin that area yet. Just leave it blank and complete it nexttime.

What if a rubric does not apply to thestudents in my classroom or to myschool?This is a generic K-12 instrument measuring goodteaching skills of all teachers. If a rubric does notapply, it is best to adapt it or create a new one to bestreflect what is typical in your classroom or school. Inother words, help the student teacher work on thoseskills needed in your environment. At all times, theINTASC standards must be met.

Do students typically move fromUnsatisfactory to Distinguished duringthe placement?Most students make a gradual progression. However,it is not unusual for a student to be Basic at one pointand then move to Unsatisfactory later. This often oc-curs as students assume full responsibilities and gothrough a period of adjustment. The levels are "fluid"and students may move in and out of levels. Keep inmind that few students accomplish "Distinguished" onall elements. Most will achieve Basic and Proficientand some Distinguished levels.

14

uestions Teac ens

I only have my student teacher for sixweeks. Is it reasonable to expect him/herto achieve at levels of Distinguished?It is possible but difficult for student teachers to reachlevels of Distinguished in such a short time. It shouldbe pointed out that the Summative Evaluation clearlyindicates that this was a six-week placement and thatstudents would be more likely to achieve in the Profi-cient range.

Do I need to make copies of mycomments?You should write your comments on the document pro-vided. Some teachers have their students make a copyafter a benchmark so that the teacher can keep the orig-inal nearby for reference and writing comments. Thestudent teacher will always keep his/her copy.

What happens to this document at theend of student teaching?The university supervisor will keep the originalINTASC rubric. Copies may be collected for researchpurposes at the university.

How often should I look at my studentteacher's portfolio?The portfolio should be kept in an accessible place forboth classroom and university supervisors to view atany time. Journal entries are included in the portfolio.Supervisors find it helpful to read a student's reflec-tions and insights each week.

If there are two classroom supervisors, dowe each write a narrative?Together you will determine the levels of INTASCcompetence along with the university supervisor. Youcan write a joint narrative or each write your own. Al-ways use the form provided and be sure all parties havesigned it.

4.6

Frequently Asked Questions from Students

What if my teacher and I don't agree onthe competency levels when we have abenchmark conference?Read the rubrics together to be sure you both interpretthem the same. Listen carefully to your classroom su-pervisor. Ask for clarification and examples of how youcan achieve that particular element. What is most im-portant is the dialogue that occurs.

Some of the descriptions at the Distin-guished level are not done in my class-room. Will that affect my evaluation?First of all, don't assume that just because it hasn't beendone, that you couldn't make an attempt to work to-ward that descriptor. Talk openly with your classroomsupervisor and your university supervisor about the sit-uation. The rubric descriptions are not all-inclusive.There may be another angle you could take or otheractivities that would be considered Distinguished forthat element.

How often should I put items in myportfolio?Your journal entries should be entered weekly andplaced near the front. After your supervisors have readthem, you can file them under the appropriate INTASCprinciple. Other items may be placed in the portfolioas you do them. The portfolio should be updated at leastevery two weeks and especially prior to a benchmarkconference. The binder should be accessible to bothsupervisors.

One of my placements is for six weeks.Will I have time to reach the Distin-guished level?Since this placement is so short, you will want to bevery aware of the rubric descriptions and work stead-fastly toward the highest competency level you canachieve. It is possible for students to achieve the Dis-tinguished level (refer to similar question in Teachersection).

What if I don't understand what some ofthe rubric descriptions mean?Every attempt has been made to keep the languageclear. Don't be embarrassed to ask your classroomteacher for clarification or for an example. Together,you can problem solve and apply the descriptor toyour setting.

Should I write the levels my teachergives me in my book after the benchmarkconference?That's a great idea! Some students even make copiesof their teacher's comment pages.

We don't have any identified special edu-cation students in our classroom. Howcan I be evaluated on INTASC #3 fairly?A common misconception is that INTASC #3 repre-sents only students with special needs. ALL studentshave unique needs. You will be evaluated on yourability to set high standards and to challenge studentsto reach their potential. Meeting individual learningabilities is a skill that good teachers demonstrate daily.

My teacher didn't write any comments inthe boxes. He just indicated a level. Is thisOK?During your conference, ask for examples and takenotes. Your university supervisor should speak with theclassroom supervisor and ask for some detail and writ-ten examples for the next conference.

What should I do with my copy of theSummative Evaluation?Many student teachers send their evaluation (alongwith their cover letter and resume) to potential em-ployers. Although the university maintains a copy inyour placement file, you cannot assume that school dis-tricts request this file. Sending your evaluation in ad-vance to employers assures that they will have the mostcurrent information regarding your teaching skills.

4 7 1.5

16

The Collaborative Model

Classroom TeacherModels

Student TeacherAssists

Team Teaching

Student TeacherTeaches

Classroom TeacherObserves & Advises

, \

The Benefits of the Collaborative Model

Administrative assistant

"Extra professional hands" in the classroom

Great opportunity for small group instruction

Ongoing assessment of student teachers

Cooperative planning and monitoring

Opportunity for reflection by teacher and student teacher

BEST COPY AVAIL/ BI _E

48

Formative Evaluations of

INTASC Principles

Based on Rubric Scales

Rubrics are, with permission, adapted from:

Danielson, Charlotte (1996), Enhancing Professional Practice, A Framework for Teaching,Alexandra, Virginia: Association for Supervision Curriculum Development.

Copyright ©2000 by Ball State University. All rights reserved, including copyrighted material by Charlotte Danielson. Nopart of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, includingphotocopy, recording, or any information-and-retrieval system, without written permission from Ball State University.

49 17

Q,

Prin

cipl

e I:

The

stu

dent

teac

her

unde

rsta

nds

the

cent

ral c

once

pts,

tool

s of

inqu

iry, a

nd s

truc

ture

s of

the

disc

iplin

e(s)

he

orsh

e te

ache

s an

d ca

n cr

eate

lear

ning

exp

erie

nces

that

mak

e th

ese

aspe

cts

of s

ubje

ct m

atte

r m

eani

ngfu

l to

stud

ents

.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d *

Kno

wle

dge

ofC

onte

ntM

akes

con

tent

err

ors,

does

not

cor

rect

err

ors

ofst

uden

ts o

r se

lf, o

r la

cks

initi

ativ

e to

res

earc

hco

nten

t.

Dis

play

s ba

sic

cont

ent

know

ledg

e bu

t can

not

artic

ulat

e co

nnec

tions

with

othe

r pa

rts

of d

isci

plin

es.

Dis

play

s so

lid c

onte

ntkn

owle

dge

and

mak

esco

nnec

tions

bet

wee

nth

e co

nten

t and

oth

erdi

scip

lines

.

Tak

es in

itiat

ive

to lo

cate

and

teac

h in

form

atio

nbe

yond

trad

ition

al te

xt.

See

ks to

kee

p ab

reas

t of

new

idea

s an

d un

ders

tand

-in

g in

the

field

.

Use

of

Inte

rdis

cipl

inar

yA

ppro

ache

s w

hen

Tea

chin

g C

onte

nt(m

ay c

onne

ct to

lite

ratu

re,

writ

ing,

the

arts

, etc

.)

Is u

naw

are

of in

terd

isci

-pl

inar

y ap

proa

ches

tote

achi

ng a

nd le

arni

ng.

Dis

play

s lim

ited

awar

enes

sof

inte

rdis

cipl

inar

yap

proa

ches

to te

achi

ng a

ndle

arni

ng a

nd in

corp

orat

esso

me

of th

ese

stra

tegi

es.

Is v

ery

awar

e of

inte

rdis

ci-

plin

ary

appr

oach

es to

teac

hing

and

lear

ning

and

regu

larly

inco

rpor

ates

thes

e st

rate

gies

.

Inco

rpor

ates

inte

rdis

ci-

plin

ary

stra

tegi

es o

n a

reg-

ular

bas

is a

nd u

tiliz

es th

ekn

owle

dge/

skill

s of

colle

ague

s an

d st

uden

ts to

enha

nce

lear

ning

.

Sel

ects

Con

tent

to E

ncou

rage

Div

erse

Per

spec

tives

Dem

onst

rate

s lit

tle a

tten-

tion

to m

ultip

le p

ersp

ec-

tives

. Con

tent

is p

rese

nted

with

out d

iscu

ssio

n of

its

rela

tions

hip

to r

eal e

xper

-ie

nce

or o

ther

dis

cipl

ines

or c

ultu

ral n

orm

s. In

divi

du-

al d

iffer

ence

s ar

e ig

nore

d.

Dem

onst

rate

s an

aw

are-

ness

of m

ultip

le p

ersp

ec-

tives

and

ope

ns d

iscu

ssio

nsab

out s

ubje

ct m

atte

r to

the

clas

s. S

triv

es to

incl

ude

cont

ent t

hat d

ispe

ls s

tere

o-ty

pes.

Rou

tinel

y di

scus

ses

mul

ti-pl

e pe

rspe

ctiv

es in

sub

ject

mat

ter

and

incl

udes

atte

n-tio

n to

stu

dent

s' p

erso

nal,

fam

ily, a

nd c

omm

unity

expe

rienc

es. I

ndiv

idua

ldi

ffere

nces

are

res

pect

ed.

Str

ateg

ical

ly in

trod

uces

reso

urce

s an

d ex

perie

nces

that

cha

lleng

e th

e le

arne

r'sbe

liefs

and

ass

umpt

ion

abou

t com

mon

und

er-

stan

ding

s, th

us c

reat

ing

anen

viro

nmen

t whe

re c

ritic

alth

inki

ng is

a h

abit.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e I:

The

stu

dent

teac

her

unde

rsta

nds

the

cent

ral c

once

pts,

tool

s of

inqu

iry, a

nd s

truc

ture

s of

the

disc

iplin

e(s)

he

orsh

e te

ache

s an

d ca

n cr

eate

lear

ning

exp

erie

nces

that

mak

e th

ese

aspe

cts

of s

ubje

ct m

atte

r m

eani

ngfu

l to

stud

ents

.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B=

Bas

icP

= P

rofic

ient

D=

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Kno

wle

dge

ofC

onte

nt

Leve

lLe

vel

Leve

lLe

vel

Use

of

Inte

rdis

cipl

inar

yA

ppro

ache

s w

hen

Tea

chin

g C

onte

nt(m

ay c

onne

ct to

lite

ratu

re,

writ

ing,

the

arts

, etc

.)

Leve

lLe

vel

Leve

lLe

vel

Sel

ects

Con

tent

to E

ncou

rage

Div

erse

Per

spec

tives

Leve

lLe

vel

Leve

lLe

vel

*D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 2:

The

stu

dent

teac

her

unde

rsta

nds

how

chi

ldre

n le

arn

and

deve

lop,

and

can

pro

vide

lear

ning

opp

ortu

nitie

s th

atsu

ppor

t the

ir in

telle

ctua

l, so

cial

, and

per

sona

l dev

elop

men

t.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d*

Dev

elop

men

tal

Cha

ract

eris

tics

of S

tude

nts

Dis

play

s m

inim

al o

r no

know

ledg

e of

dev

elop

-m

enta

l cha

ract

eris

tics

ofag

e gr

oup,

and

/or

uses

inap

prop

riate

act

iviti

esan

d as

sign

men

ts.

Des

igns

som

e ac

tiviti

es a

nd

assi

gnm

ents

in a

dev

elop

-

men

tally

app

ropr

iate

way

.

Ass

esse

s in

divi

dual

and

grou

p pe

rfor

man

ce in

orde

r to

des

ign

inst

ruct

ion

that

mee

ts le

arne

rs' n

eeds

(cog

nitiv

e, s

ocia

l, em

otio

n-al

, and

phy

sica

l).

Lear

ners

are

eng

aged

inac

tiviti

es to

stim

ulat

e th

eir

thin

king

, tes

t ide

as/

mat

eria

ls, a

nd a

ssum

e

resp

onsi

bilit

y fo

r sh

apin

gth

eir

lear

ning

task

s(b

rain

stor

min

g, c

hoic

eac

tiviti

es, o

pini

ons/

feel

ings

, dis

cuss

ions

, etc

.).

Act

ivat

es P

rior

Kno

wle

dge

and

Exp

erie

nces

Dis

play

s lit

tle u

nder

stan

d-

ing

of p

rere

quis

itekn

owle

dge

impo

rtan

t for

stud

ent l

earn

ing

and

fails

to a

ctiv

ate

stud

ents

' prio

r

know

ledg

e.

Doe

s de

mon

stra

te s

ome

awar

enes

s of

the

impo

r-ta

nce

of p

rere

quis

itekn

owle

dge;

how

ever

, is

inco

nsis

tent

in a

ctiv

atin

g

stud

ents

' prio

r kn

owle

dge.

Con

sist

ently

hel

ps s

tude

nts

mak

e co

nnec

tions

bet

wee

ncu

rren

t con

tent

and

thei

row

n ba

ckgr

ound

and

expe

rienc

es.

Less

ons

incl

ude

delib

erat

eop

port

uniti

es fo

r st

uden

tsto

dis

cove

r th

e co

nnec

-tio

ns b

etw

een

curr

ent c

on-

tent

and

life

exp

erie

nces

.S

tude

nts

see

the

purp

ose

and

the

"big

pic

ture

."

*D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 2:

The

stu

dent

teac

her

unde

rsta

nds

how

chi

ldre

n le

arn

and

deve

lop,

and

can

pro

vide

lear

ning

opp

ortu

nitie

s th

atsu

ppor

t the

ir in

telle

ctua

l, so

cial

, and

per

sona

l dev

elop

men

t.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B=

Bas

icP

= P

rofic

ient

D=

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Dev

elop

men

tal

Cha

ract

eris

tics

of S

tude

nts

Leve

lLe

vel

Leve

lLe

vel

Act

ivat

es P

rior

Kno

wle

dge

and

Exp

erie

nces

Leve

lLe

vel

Leve

lLe

vel

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel

may

not

be

appr

opria

te fo

r so

me

setti

ngs.

Prin

cipl

e 3:

The

stu

dent

teac

her

unde

rsta

nds

how

stu

dent

s di

ffer

in th

eir

appr

oach

es to

lear

ning

and

cre

ates

inst

ruct

iona

lop

port

uniti

es th

at a

re a

dapt

ed to

div

erse

lear

ners

.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d*

Tea

chin

g to

Indi

vidu

alLe

arni

ng A

bilit

ies

Is u

naw

are

of in

divi

dual

lear

ning

abi

litie

s as

all

stud

ents

rec

eive

sam

ede

liver

y of

inst

ruct

ion

and

assi

gnm

ent r

egar

dles

s of

diffe

renc

es.

Is a

war

e of

the

need

for

adap

tatio

ns in

ass

ignm

ents

,tim

e al

low

ed, r

espo

nse

mod

es, e

tc. a

nd o

ccas

iona

l-ly

acc

omm

odat

es th

ese

need

s fo

r di

ffere

ntle

arne

rs.

Dem

onst

rate

s aw

aren

ess

that

less

on p

lans

take

into

acco

unt t

he n

eeds

of v

ari-

ous

Iear

ners

.App

ropr

iate

adap

tatio

ns a

re a

rou

tine

part

of p

lann

ing

and

deliv

ery.

Art

icul

ates

cle

arly

indi

vidu

al s

tude

nt g

oals

and

expe

ctat

ions

. Ind

ivid

u-al

ized

inst

ruct

ion

allo

ws

for

mos

t stu

dent

s to

succ

eed

and

be c

halle

nged

.

Sel

ectio

n of

Res

ourc

es to

Mee

tR

ange

of I

ndiv

idua

lN

eeds

: Spe

cial

Edu

catio

nto

Gift

ed

Use

s or

see

ks n

o ad

ditio

nal

reso

urce

s or

sup

plem

enta

lm

ater

ials

for

stud

ents

with

indi

vidu

al n

eeds

.

Has

lim

ited

know

ledg

e of

addi

tiona

l res

ourc

es a

ndat

tem

pts

to m

eet t

hein

divi

dual

nee

ds o

f som

est

uden

ts (

i.e.,

low

-ach

ievi

ngor

gift

ed)

by a

sses

sing

reso

urce

s.

Rou

tinel

y ut

ilize

s su

pple

-m

enta

l mat

eria

ls a

ndou

tsid

e re

sour

ces

with

stud

ents

at b

oth

ends

of

the

lear

ning

cur

ve.

Act

ivel

y se

eks

out

reso

urce

s fr

om th

eco

mm

unity

or

prof

essi

onal

orga

niza

tions

and

util

izes

thes

e so

urce

s an

dm

ater

ials

for

the

bene

fitof

var

ied

lear

ners

.

Exp

ecta

tions

for

Lear

ning

and

Ach

ieve

men

t

Con

veys

onl

y m

odes

tex

pect

atio

ns fo

r st

uden

tac

hiev

emen

t thr

ough

inst

ruct

iona

l goa

ls a

ndac

tiviti

es, i

nter

actio

ns,

and

the

clas

sroo

men

viro

nmen

t.

Con

veys

con

sist

ent e

xpec

-ta

tions

for

stud

ent a

chie

ve-

men

t thr

ough

inst

ruct

iona

lgo

als

and

activ

ities

, int

erac

-tio

ns, a

nd th

e cl

assr

oom

envi

ronm

ent.

Inst

ruct

ion

isap

prop

riate

for

the

grad

ele

vel o

r co

urse

.

App

ropr

iate

ly c

halle

nges

stud

ents

by

pres

entin

gm

ater

ial a

t a q

ualit

ativ

ely

high

leve

l.

Exp

ects

stu

dent

s to

chal

leng

e th

emse

lves

by

prov

idin

g op

port

uniti

esfo

r ch

oice

in a

ctiv

ities

and

assi

gnm

ents

.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 3:

The

stu

dent

teac

her

unde

rsta

nds

how

stu

dent

s di

ffer

in th

eir

appr

oach

es to

lear

ning

and

cre

ates

inst

ruct

iona

lop

port

uniti

es th

at a

re a

dapt

ed to

div

erse

lear

ners

.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B=

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Tea

chin

g to

Indi

vidu

alLe

arni

ng A

bilit

ies

Leve

lLe

vel

Leve

lLe

vel

Sel

ectio

n of

Res

ourc

es to

Mee

tR

ange

of I

ndiv

idua

lN

eeds

: Spe

cial

Edu

catio

nto

Gift

ed

Leve

lLe

vel

Leve

lLe

vel

Exp

ecta

tions

for

Lear

ning

and

Ach

ieve

men

t

Leve

lLe

vel

Leve

lLe

vel

*D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 4:

The

stu

dent

teac

her

unde

rsta

nds

and

uses

a v

arie

ty o

f ins

truc

tiona

l str

ateg

ies

to e

ncou

rage

stu

dent

s' d

evel

op-

men

t of c

ritic

al th

inki

ng, p

robl

em s

olvi

ng, a

nd p

erfo

rman

ce s

kills

. NO

TE

: Ins

truc

tiona

l str

ateg

ies

incl

ude,

but

are

not

lim

ited

to, c

oope

rativ

ele

arni

ng s

mal

l and

larg

e gr

oups

, lec

ture

, pro

ject

wor

k, th

emat

ic in

stru

ctio

n, p

artn

er le

arni

ng, u

se o

f med

ia r

esou

rces

, and

tech

nolo

gy.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d *

Sel

ectin

gR

esou

rces

for

Gen

eral

Inst

ruct

ion

Util

izes

mat

eria

ls fr

om a

teac

her's

gui

de o

nly.

Boo

k co

nten

t is

read

and

disc

usse

d w

ith n

o ou

tsid

em

ater

ials

or

reso

urce

sin

clud

ed.

Dis

play

s lim

ited

awar

enes

san

d/or

use

of r

esou

rces

avai

labl

e or

doe

s no

t tak

ein

itiat

ive

to o

btai

n m

ater

i-al

s. O

ccas

iona

lly u

ses

supp

lem

enta

l mat

eria

ls.

Rou

tinel

y se

eks

out m

ulti-

ple

reso

urce

s fo

r te

achi

ng,

sele

ctin

g th

ose

mos

tap

prop

riate

for

com

pre-

hens

iven

ess

and

accu

racy

.M

akes

a d

elib

erat

eat

tem

pt to

allo

w fo

rm

ultip

le w

ays

of le

arni

ng.

See

ks o

ut a

nd u

ses

re-

sour

ces

from

pro

fess

iona

lor

gani

zatio

ns o

r th

roug

hco

mm

unity

spe

aker

s, s

tudy

trip

s, c

omm

erci

al m

ater

ials

,et

c.T

hese

res

ourc

es a

reno

t jus

t "ad

d-on

s" b

ut a

refu

lly in

tegr

ated

into

a c

om-

preh

ensi

ve c

urric

ulum

.

Bes

t Pra

ctic

es:

Mul

tiple

Tea

chin

gS

trat

egie

s,A

ctiv

e Le

arni

ng,

Mod

elin

g

Rel

ies

mos

tly o

n di

rect

inst

ruct

ion/

lect

ure

met

hod

and

givi

ng a

ssig

nmen

ts.

Stu

dent

s ar

e pa

ssiv

ele

arne

rs. N

o m

odel

ing.

Writ

ten

plan

s an

d de

liver

yof

inst

ruct

ion

show

evid

ence

of m

ore

than

one

stra

tegy

with

in a

less

onan

d a

varie

ty o

f app

roac

hes

over

tim

e. S

tude

nts

are

activ

ely

enga

ged

for

at le

ast

one

half

of th

e le

sson

.S

ome

evid

ence

of m

odel

ing.

Writ

ten

inst

ruct

iona

lst

rate

gies

are

effe

ctiv

ely

in-

corp

orat

ed in

eac

h le

sson

base

d on

sub

ject

mat

ter

and

need

s of

stu

dent

s.S

tude

nts

are

activ

ely

invo

lved

in p

robl

em s

olvi

ngan

d cr

itica

l thi

nkin

g w

ithpe

ers

in s

mal

l and

larg

egr

oups

whe

n ap

prop

riate

.

Fac

ilita

tes

inqu

iry th

roug

hca

refu

lly p

lann

ed le

sson

san

d in

volv

ing

stud

ents

at

the

plan

ning

sta

ge. M

ost

stud

ents

are

act

ivel

yen

gage

d in

que

stio

ning

conc

epts

, dev

elop

ing

lear

ning

str

ateg

ies,

and

prob

lem

sol

ving

. Mot

ivat

ion

is e

vide

nt.

Stu

dent

Tea

cher

Rol

e in

Inst

ruct

iona

lP

roce

ss

Prim

arily

ser

ves

as "

give

r of

info

rmat

ion"

in a

n au

thor

i-ta

rian

mod

e of

inst

ruct

ion.

Occ

asio

nally

faci

litat

essm

all g

roup

s bu

t ste

ps in

to p

robl

em s

olve

for

the

stud

ents

.

Rol

e va

ries

depe

ndin

g on

stud

ent a

ctiv

ities

.E

xpec

ts s

tude

nts

tose

lf-di

rect

and

pro

blem

solv

e as

nee

ded.

Fac

ilita

tes

lear

ning

.

Dem

onst

rate

s m

ultip

lero

les

as n

eede

d. S

tude

nts

are

activ

ely

enga

ged

and

self-

dire

cted

, see

king

reso

urce

s, a

nd c

olla

bora

t-in

g w

ith o

ther

s.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.M

ay n

ot b

e ap

prop

riate

in s

ome

setti

ngs.

Prin

cipl

e 4:

The

stu

dent

teac

her

unde

rsta

nds

and

uses

a v

arie

ty o

f ins

truc

tiona

l str

ateg

ies

to e

ncou

rage

stu

dent

s' d

evel

op-

men

t of c

ritic

al th

inki

ng, p

robl

em s

olvi

ng, a

nd p

erfo

rman

ce s

kills

. NO

TE

: Ins

truc

tiona

l str

ateg

ies

incl

ude,

but

are

not

lim

ited

to, c

oope

rativ

ele

arni

ng s

mal

l and

larg

e gr

oups

, lec

ture

, pro

ject

wor

k, th

emat

ic in

stru

ctio

n, p

artn

er le

arni

ng u

se o

f med

ia r

esou

rces

, and

tech

nolo

gy.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Sel

ectin

gR

esou

rces

for

Gen

eral

Inst

ruct

ion

Leve

lLe

vel

Leve

lLe

vel

Bes

t Pra

ctic

es:

Mul

tiple

Tea

chin

gS

trat

egie

s,A

ctiv

e Le

arni

ng,

Mod

elin

g

Leve

lLe

vel

Leve

lLe

vel

Stu

dent

Tea

cher

Rol

e in

Inst

ruct

iona

lP

roce

ss

Leve

lLe

vel

Leve

lLe

vel

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e S

A: T

he s

tude

nt te

ache

r us

es a

n un

ders

tand

ing

of in

divi

dual

and

grou

p m

otiv

atio

n an

d be

havi

or to

cre

ate

ale

arni

ng e

nviro

nmen

t tha

t enc

oura

ges

posi

tive

soci

al in

tera

ctio

n in

the

clas

sroo

m.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d*

Man

agem

ent o

fT

rans

ition

sM

uch

time

is lo

st d

urin

gtr

ansi

tions

. May

be

unaw

are

of lo

st ti

me,

doe

s no

t pla

nfo

r tr

ansi

tions

.

Tra

nsiti

ons

are

spor

adic

ally

effic

ient

, res

ultin

g in

som

elo

ss o

f ins

truc

tiona

l tim

e.

Tra

nsiti

ons

occu

r sm

ooth

lyw

ith li

ttle

loss

of i

nstr

uc-

tiona

l tim

e. S

peci

fic p

roce

-du

res

are

taug

ht a

nd u

sed

effe

ctiv

ely.

Tra

nsiti

ons

are

seam

less

with

stu

dent

s as

sum

ing

som

e re

spon

sibi

lity

for

effic

ient

ope

ratio

n.

Man

agem

ent

of T

ime

and

Mat

eria

ls

Tim

e an

d m

ater

ials

are

inef

ficie

ntly

han

dled

,re

sulti

ng in

loss

of

inst

ruct

iona

l tim

e.

Tim

e an

d m

ater

ials

are

hand

led

mod

erat

ely

wel

l.T

ime

and

mat

eria

ls a

reha

ndle

d sm

ooth

ly w

ithlit

tle lo

ss o

f ins

truc

tiona

ltim

e or

inte

rest

.

Tim

e an

d m

ater

ials

are

han

-dl

ed s

moo

thly

and

effi

cien

t-ly

with

no

loss

of a

ttent

ion

or in

tere

st. S

tude

nts

assu

me

som

e re

spon

sibi

lity

for

effic

ient

ope

ratio

n of

time

and

mat

eria

ls.

Dire

ctio

ns a

ndP

roce

dure

sD

irect

ions

and

pro

cedu

res

are

conf

usin

g to

the

stud

ents

.

Dire

ctio

ns a

nd p

roce

dure

sar

e cl

arifi

ed a

fter

initi

alst

uden

t con

fusi

on o

r ar

eex

cess

ivel

y de

taile

d.

Dire

ctio

ns a

nd p

roce

dure

sar

e cl

ear

to s

tude

nts

and

cont

ain

an a

ppro

pria

tele

vel o

f det

ail.

Fre

quen

tlych

ecks

for

unde

rsta

ndin

g.

Dire

ctio

ns a

nd p

roce

dure

sar

e cl

ear

to s

tude

nts.

Ant

icip

ates

pos

sibl

est

uden

t mis

unde

rsta

ndin

g,pl

ans,

mon

itors

for

it.

Pac

ing

The

pac

ing

is to

o sl

ow o

rru

shed

.P

acin

g is

inco

nsis

tent

.P

acin

g is

usu

ally

app

ropr

i-at

e.T

each

er a

dapt

s pa

ce b

ym

onito

ring

stud

ents

.

Pac

ing

of th

e le

sson

issm

ooth

, tim

ely,

and

appr

opria

te, a

llow

ing

for

refle

ctio

n an

d cl

osur

e.

Per

form

ance

of N

on-

Inst

ruct

iona

l Dut

ies:

atte

ndan

ce, l

unch

cou

nt,

dist

ribut

ion

of p

aper

s,du

ties,

etc

.

Per

form

ance

of

non-

inst

ruct

iona

l dut

ies

isin

effic

ient

. May

be

inat

ten-

tive

to th

ese

dutie

s.

Dut

ies

are

hand

led

fairl

yef

ficie

ntly

.D

utie

s ar

e m

anag

ed a

ndco

mpl

eted

in a

cle

ar, p

ro-

fess

iona

l man

ner

with

out

loss

of i

nstr

uctio

nal t

ime.

Sys

tem

s fo

r pe

rfor

min

gdu

ties

are

wel

l est

ablis

hed

with

stu

dent

s as

sum

ing

appr

opria

te r

espo

nsib

ility

for

effic

ient

cla

ssro

omop

erat

ion.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 5A

: The

stu

dent

teac

her

uses

an

unde

rsta

ndin

g of

indi

vidu

al a

nd g

roup

mot

ivat

ion

and

beha

vior

to c

reat

e a

lear

ning

env

ironm

ent t

hat e

ncou

rage

s po

sitiv

e so

cial

inte

ract

ion

in th

e cl

assr

oom

.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Man

agem

ent o

fT

rans

ition

s

Leve

lLe

vel

Leve

lLe

vel

Man

agem

ent

ofT

ime

and

Mat

eria

ls

Leve

lLe

vel

Leve

lLe

vel

Dire

ctio

ns a

ndP

roce

dure

s

Leve

lLe

vel

Leve

lLe

vel

Pac

ing

Leve

lLe

vel

Leve

lLe

vel

Per

form

ance

of N

on-

Inst

ruct

iona

l Dut

ies:

atte

ndan

ce, l

unch

cou

nt,

dist

ribut

ion

of p

aper

s,du

ties,

etc

.Le

vel

Leve

lLe

vel

Leve

l

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 5B

: The

stu

dent

teac

her

uses

an

unde

rsta

ndin

g of

indi

vidu

al a

nd g

roup

mot

ivat

ion

and

beha

vior

to c

reat

ea

lear

ning

env

ironm

ent t

hat e

ncou

rage

s po

sitiv

e so

cial

inte

ract

ion

in th

e cl

assr

oom

.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d*

Pos

itive

Clim

ate

for

Intr

insi

cM

otiv

atio

n

Tea

cher

doe

s no

t atte

nd to

posi

tive

soci

al r

elat

ion-

ship

s. M

ore

repr

iman

dsth

an c

ompl

imen

ts a

rehe

ard.

Rew

ards

may

be

offe

red

too

freq

uent

ly to

mot

ivat

e st

uden

ts.

Stu

dent

s ar

e co

mpl

imen

ted

for

appr

opria

te b

ehav

ior

and

stud

y ha

bits

.Tea

cher

enco

urag

es s

tude

nts

toap

prec

iate

oth

ers.

Min

imal

extr

insi

c re

war

ds o

ffere

d.

Cla

ssro

om e

nviro

nmen

t is

posi

tive.

Stu

dent

s ar

eac

tivel

y en

gage

d. E

xtrin

sic

rew

ards

are

not

nec

essa

ryto

mot

ivat

e st

uden

ts.

Tea

cher

cle

arly

sho

ws

aca

ring

attit

ude

tow

ard

all

stud

ents

.

Tea

cher

hel

ps th

e gr

oup

deve

lop

shar

ed v

alue

s an

dex

pect

atio

ns fo

r in

tera

c-tio

ns a

nd a

cade

mic

dis

cus-

sion

s cr

eatin

g a

posi

tive

clas

sroo

m c

limat

e of

open

ness

, mut

ual r

espe

ct,

supp

ort,

and

inqu

iry.

Est

ablis

hing

Exp

ecta

tions

for

Beh

avio

r

No

stan

dard

s of

con

duct

appe

ar to

hav

e be

enes

tabl

ishe

d, o

r st

uden

tsar

e co

nfus

ed a

s to

wha

tth

e st

anda

rds

are.

Sta

ndar

ds o

f con

duct

appe

ar to

hav

e be

enes

tabl

ishe

d fo

r si

tuat

ions

and

mos

t stu

dent

s se

emto

und

erst

and

them

.

Sta

ndar

ds o

f con

duct

are

clea

r to

all

stud

ents

. Tea

ch-

er r

evie

ws

and

prom

pts

beha

vior

s w

hen

appr

opri-

ate.

Sta

ndar

ds o

f con

duct

for

vario

us s

ituat

ions

are

cle

arto

stu

dent

s an

d ap

pear

toha

ve b

een

deve

lope

d or

revi

sed

with

stu

dent

part

icip

atio

n.

Mon

itorin

g S

tude

ntB

ehav

ior

Is u

naw

are

of w

hat

stud

ents

are

doi

ng, a

nd/o

rst

uden

t beh

avio

r is

not

mon

itore

d.

Gen

eral

ly a

war

e of

stu

dent

beha

vior

but

may

mis

s th

eac

tiviti

es o

f som

e st

uden

ts.

May

neg

lect

to u

se p

ositi

vere

info

rcem

ent.

Is c

onsi

sten

tly a

lert

tost

uden

t beh

avio

r, u

ses

posi

tive

rein

forc

emen

t and

beha

vior

pro

mpt

s.

Mon

itorin

g is

sub

tle a

ndpr

even

tive.

Stu

dent

sm

onito

r th

eir

own

and

thei

r pe

ers'

beh

avio

r in

appr

opria

te w

ays.

Res

pons

e to

Stu

dent

Mis

beha

vior

Doe

s no

t res

pond

to m

is-

beha

vior

, or

the

resp

onse

is in

cons

iste

nt, o

verly

repr

essi

ve, o

r do

es n

otre

spec

t the

stu

dent

'sdi

gnity

.

Atte

mpt

s to

res

pond

to m

isbe

havi

or b

ut w

ithun

even

res

ults

.

Res

pons

e to

mis

beha

vior

is a

ppro

pria

te, s

ucce

ssfu

l,an

d re

spec

ts th

e st

uden

t'sdi

gnity

.

Res

pons

e to

mis

beha

vior

is h

ighl

y ef

fect

ive

and

sens

i-tiv

e to

stu

dent

s' in

divi

dual

need

s.A

ssis

ts s

tude

nts

inm

akin

g ap

prop

riate

beha

vior

cho

ices

.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel

may

not

be

appr

opria

te fo

r so

me

setti

ngs.

Prin

cipl

e S

B: T

he s

tude

nt te

ache

r us

es a

n un

ders

tand

ing

of in

divi

dual

and

gro

up m

otiv

atio

n an

d be

havi

or to

cre

ate

ale

arni

ng e

nviro

nmen

t tha

t enc

oura

ges

posi

tive

soci

al in

tera

ctio

n in

the

clas

sroo

m.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Pos

itive

Clim

ate

for

Intr

insi

cM

otiv

atio

n

Leve

lLe

vel

Leve

lLe

vel

Est

ablis

hing

Exp

ecta

tions

for

Beh

avio

r

Leve

lLe

vel

Leve

lLe

vel

Mon

itorin

g S

tude

ntB

ehav

ior

Leve

lLe

vel

Leve

lLe

vel

Res

pons

e to

Stu

dent

Mis

beha

vior

Leve

lLe

vel

Leve

lLe

vel

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 6:

The

stu

dent

teac

her

uses

kno

wle

dge

of e

ffect

ive

verb

al, n

onve

rbal

, and

med

ia c

omm

unic

atio

n te

chni

ques

tofo

ster

act

ive

inqu

iry, c

olla

bora

tion,

and

sup

port

ive

inte

ract

ion

in th

e cl

assr

oom

.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d *

Ora

l and

Writ

ten

Lang

uage

Spe

ech

is in

audi

ble

orw

ritte

n la

ngua

ge is

ille

gibl

e.La

ngua

ge m

ay c

onta

ingr

amm

ar, s

ynta

x, o

r sp

ellin

ger

rors

. Voc

abul

ary

may

be

inap

prop

riate

, vag

ue, o

rus

ed in

corr

ectly

.

Spe

ech

and

writ

ten

lang

uage

are

cle

ar a

ndco

rrec

t.Voc

abul

ary

isco

rrec

t, bu

t lim

ited

or n

otap

prop

riate

to s

tude

nts'

ages

or

back

grou

nds.

Spe

ech

and

writ

ten

lang

uage

are

cle

ar a

ndco

rrec

t.Voc

abul

ary

isap

prop

riate

to s

tude

nts'

ages

and

inte

rest

s.

Ora

l and

writ

ten

lang

uage

are

corr

ect a

nd e

xpre

ssiv

ew

ith w

ell c

hose

n vo

cabu

-la

ry th

at e

nric

hes

the

less

on.

Qua

lity

ofQ

uest

ions

Que

stio

ns a

re u

sual

ly o

fpo

or q

ualit

y: lo

w le

vel

of th

inki

ng o

r on

e w

ord

resp

onse

s ar

e ac

cept

ed.

Que

stio

ns a

re a

com

bina

-tio

n of

low

and

hig

h qu

ality

.O

nly

som

e in

vite

ath

ough

tful r

espo

nse.

Wai

t tim

e is

inco

nsis

tent

.

App

ropr

iate

var

iety

of

ques

tions

. Cha

lleng

es s

tu-

dent

s to

just

ify r

espo

nses

,pr

obin

g fo

r le

arne

r un

der-

stan

ding

, and

hel

ping

stud

ents

art

icul

ate

idea

s.C

onsi

sten

tly p

rovi

des

adeq

uate

wai

t tim

e.

Kno

ws

how

to a

sk q

ues-

tions

and

stim

ulat

e di

scus

-si

on in

diff

eren

t way

s fo

rpa

rtic

ular

pur

pose

s. P

ro-

mot

es r

isk-

taki

ng, d

iver

gent

thin

king

, and

stim

ulat

ions

of

curio

sity

. Stu

dent

s le

arn

toqu

estio

n.

Dis

cuss

ion

Tec

hniq

ues

with

Stu

dent

Par

ticip

atio

n

Inte

ract

ion

is p

redo

min

antly

reci

tatio

n st

yle,

with

teac

h-er

med

iatin

g qu

estio

ns a

ndan

swer

s. O

nly

a fe

w p

artic

i-pa

te in

the

disc

ussi

on.

Mak

es s

ome

atte

mpt

s to

enga

ge s

tude

nts

in a

true

disc

ussi

on b

ut w

ith o

nly

limite

d su

cces

s.

Tru

e di

scus

sion

, with

teac

h-er

ste

ppin

g as

ide

whe

n ap

-pr

opria

te.T

each

er in

sure

sth

at a

ll vo

ices

are

hea

rd in

the

disc

ussi

on.

Stu

dent

s as

sum

e co

nsid

er-

able

res

pons

ibili

ty fo

r th

esu

cces

s of

the

disc

ussi

on,

initi

atin

g to

pics

, and

mak

ing

unso

licite

d co

ntrib

utio

ns.

Stu

dent

s in

sure

that

all

voic

es

are

hear

d in

the

disc

ussi

on.

Use

of M

edia

and

Tec

hnol

ogy:

felt/

mag

netic

boar

ds, c

hart

s, fi

lm/o

verh

ead

proj

ecto

rs, c

ompu

ters

(In

ter-

net,

Pow

er P

oint

, Dis

tanc

eLe

arni

ng, e

tc.)

as

avai

labl

e

Lim

ited

use

of m

edia

and/

or te

chno

logy

toen

hanc

e le

arni

ng.

Som

e m

edia

and

/or

tech

nolo

gy u

sed,

but

isin

cons

iste

nt o

r of

lim

ited

qual

ity.

Less

ons

cons

iste

ntly

use

med

ia a

nd/o

r te

chno

logy

to a

dd in

stru

ctio

nal i

mpa

ctan

d in

crea

se le

arni

ng.

Tak

es in

itiat

ive

to in

tegr

ate

new

tech

nolo

gy fo

rmat

sin

to c

urric

ulum

. Qua

lity

and

dept

h ar

e co

nsis

tent

lyst

rong

.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 6:

The

stu

dent

teac

her

uses

kno

wle

dge

of e

ffect

ive

verb

al, n

onve

rbal

, and

med

ia c

omm

unic

atio

n te

chni

ques

tofo

ster

act

ive

inqu

iry, c

olla

bora

tion,

and

sup

port

ive

inte

ract

ion

in th

e cl

assr

oom

.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Ora

l and

Writ

ten

Lang

uage

Leve

lLe

vel

Leve

lLe

vel

Qua

lity

ofQ

uest

ions

Leve

lLe

vel

Leve

lLe

vel

Dis

cuss

ion

Tec

hniq

ues

with

Stu

dent

Par

ticip

atio

nLe

vel

Leve

lLe

vel

Leve

l

Use

of M

edia

and

Tec

hnol

ogy:

felt/

mag

netic

boar

ds, c

hart

s, fi

lm/o

verh

ead

proj

ecto

rs, c

ompu

ters

(In

ter-

net,

Pow

erP

oint

, Dis

tanc

eLe

arni

ng, e

tc.)

as

avai

labl

eLe

vel

Leve

lLe

vel

Leve

l

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 7:

The

stu

dent

teac

her

plan

s in

stru

ctio

n ba

sed

upon

kno

wle

dge

of th

e su

bjec

t mat

ter,

stu

dent

s, th

e co

mm

unity

,an

d cu

rric

ulum

goa

ls.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d *

Pur

pose

ful L

earn

ing

Act

iviti

es B

ased

on E

ssen

tial S

kills

and

Dis

tric

tC

urric

ulum

Lear

ning

act

iviti

es a

re n

otco

mpa

tible

with

sch

ool a

nddi

stric

t cur

ricul

um a

nd/o

rdo

not

follo

w a

n or

gani

zed

prog

ress

ion.

Act

iviti

es m

ay fo

llow

an

orga

nize

d pr

ogre

ssio

n bu

tar

e no

t com

plet

ely

com

-pa

tible

with

the

requ

ired

curr

icul

um.

Lear

ning

act

iviti

es a

rehi

ghly

rel

evan

t to

stud

ents

'ne

eds

and

mat

ch in

stru

c-tio

nal g

oals

. Uni

t pla

ns a

reke

yed

to s

tate

/dis

tric

tcu

rric

ulum

.

Lear

ning

act

iviti

es fo

llow

aw

ell-o

rgan

ized

pro

gres

sion

and

follo

w th

e sc

hool

/di

stric

t cur

ricul

umre

quire

men

ts.

Sho

rt-

and

Long

-T

erm

Pla

nnin

g(in

clud

ing

unit

plan

s)

Tho

ught

ful p

lann

ing

is n

otev

iden

t in

less

ons.

Les

son

plan

s ar

e no

t pre

pare

d in

atim

ely

fash

ion.

Sho

rt-t

erm

pla

nnin

g is

evid

ent a

nd le

sson

s ar

eco

nsis

tent

ly r

eady

on

time.

The

re is

min

imal

evi

denc

eof

long

-ter

m p

lann

ing

orco

nnec

tions

to p

ast/f

utur

ete

achi

ngs.

Long

-ter

m p

lann

ing

with

conn

ectio

ns to

pas

t/fut

ure

teac

hing

s is

cle

arly

evi

dent

and

prep

ared

in a

dvan

ceof

teac

hing

. Pla

ns a

re li

nked

to s

tude

nts'

nee

ds a

ndpe

rfor

man

ces.

Res

pond

s to

una

ntic

ipat

edso

urce

s of

inpu

t, ev

alua

tes

plan

s in

rel

atio

n to

sho

rt-

and

long

-ter

m g

oals

. Has

acl

ear

unde

rsta

ndin

g of

the

"big

pic

ture

" fo

r pl

anni

ng.

Less

on P

lans

:M

onito

ring

and

Adj

ustm

ent

Adh

eres

rig

idly

to a

nin

stru

ctio

nal p

lan

even

whe

n a

chan

ge w

ill c

lear

lyim

prov

e th

e le

sson

.

Beg

ins

to c

heck

for

unde

rsta

ndin

g w

ithin

ale

sson

.Atte

mpt

s to

adj

ust

a le

sson

but

with

mix

edre

sults

.

Rou

tinel

y ch

ecks

for

unde

rsta

ndin

g w

ithin

the

less

on. M

akes

min

orad

just

men

ts to

less

ons

orun

its a

nd th

e ad

just

men

tsoc

cur

smoo

thly

.

Mak

es m

ajor

adj

ustm

ent

to p

lans

to m

eet s

tude

ntne

eds,

inte

rest

, and

mot

ivat

ion.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 7:

The

stu

dent

teac

her

plan

s in

stru

ctio

n ba

sed

upon

kno

wle

dge

of th

e su

bjec

t mat

ter,

stu

dent

s, th

e co

mm

unity

,an

d cu

rric

ulum

goa

ls.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Pur

pose

ful L

earn

ing

Act

iviti

es B

ased

on E

ssen

tial S

kills

and

Dis

tric

tC

urric

ulum

Leve

lLe

vel

Leve

lLe

vel

Sho

rt-

and

Long

-T

erm

Pla

nnin

g(in

clud

ing

unit

plan

s)

Leve

lLe

vel

Leve

lLe

vel

Less

on P

lans

:M

onito

ring

and

Adj

ustm

ent

Leve

lLe

vel

Leve

lLe

vel

*D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 8:

The

stu

dent

teac

her

unde

rsta

nds

and

uses

form

al a

nd in

form

al a

sses

smen

t str

ateg

ies

to e

valu

ate

and

ensu

reth

e co

ntin

uous

inte

llect

ual,

soci

al, a

nd p

hysi

cal d

evel

opm

ent o

f the

lear

ner.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d *

Var

iety

of F

orm

al/

Info

rmal

Ass

essm

ent

Str

ateg

ies

Use

s m

inim

al n

umbe

rof

ass

essm

ents

or

only

com

mer

cial

ly p

repa

red

test

s. M

etho

ds o

f ass

ess-

men

ts n

ot c

onsi

sten

t with

inst

ruct

iona

l goa

ls.

Som

e in

stru

ctio

nal g

oals

are

asse

ssed

but

not

all.

Gat

herin

g of

ass

essm

ent

data

is m

ore

freq

uent

and

begi

ns to

use

perf

orm

ance

-bas

edm

easu

res.

Dat

a on

stu

dent

pro

gres

sis

gat

here

d in

mul

tiple

way

s su

ch a

s ob

serv

atio

ns,

port

folio

s, te

ache

r-m

ade

test

s, p

erfo

rman

ce ta

sks,

stud

ent s

elf-

asse

ssm

ent

and

stan

dard

ized

test

s.

Invo

lves

lear

ner

in s

elf-

asse

ssm

ent a

ctiv

ities

tofo

ster

aw

aren

ess

of th

eir

stre

ngth

s/ne

eds

and

to s

etpe

rson

al g

oals

for

lear

ning

.

Ass

essm

ent D

ata

Use

d in

Les

son

Pla

nnin

g/A

djus

tmen

t

Ass

essm

ent r

esul

tsaf

fect

less

on p

lann

ing

only

min

imal

ly.

Use

s as

sess

men

t res

ults

to p

lan

for

the

clas

s as

aw

hole

.

Ass

essm

ent r

esul

ts a

reus

ed to

adj

ust p

lans

for

indi

vidu

als

and

smal

lgr

oups

.

A d

elib

erat

e at

tem

pt is

mad

e to

ass

ess

inst

ruct

iona

lgo

als

for

the

sole

pur

pose

of d

eter

min

ing

the

next

step

s in

inst

ruct

ion

for

indi

vidu

als,

sm

all g

roup

s,an

d th

e w

hole

cla

ss.

Eva

luat

es C

riter

iaan

d F

eedb

ack

Crit

eria

for

eval

uatio

n is

not p

rede

term

ined

on

pape

r. F

eedb

ack

is n

otpr

ovid

ed in

a ti

mel

ym

anne

r or

is o

f poo

rqu

ality

.

Fee

dbac

k to

stu

dent

s is

timel

y bu

t may

onl

y be

min

imal

(ju

st a

sco

re).

Lear

ners

are

not

mad

eaw

are

of p

erfo

rman

cecr

iteria

in a

dvan

ce.

Lear

ners

are

giv

en e

valu

a-tio

n cr

iteria

in a

dvan

ce(r

ubric

s, p

oint

sys

tem

s,et

c.).

Fee

dbac

k in

clud

esqu

alita

tive

com

men

ts to

high

light

str

engt

hs o

rne

eds.

Lear

ners

are

invo

lved

inse

tting

crit

eria

for

eval

ua-

tion.

Fee

dbac

k is

indi

vidu

al-

ized

and

incl

udes

per

sona

lgo

al s

ettin

g. D

escr

iptiv

eru

bric

s ar

e cr

eate

d an

dsh

ared

with

stu

dent

s.

Rec

ordi

ng a

ndM

onito

ring

Ass

essm

ent D

ata

Num

erou

s er

rors

insc

orin

g of

stu

dent

wor

k.A

sses

smen

t rec

ords

are

indi

sarr

ay o

r no

t up-

to-d

ate

resu

lting

in e

rror

s an

dco

nfus

ion.

Sco

ring

of p

aper

s an

dw

ritte

n re

cord

s ar

ead

equa

te b

ut r

equi

refr

eque

nt m

onito

ring

toav

oid

erro

rs.

Sys

tem

for

scor

ing

and

reco

rdin

g da

ta is

fully

effe

ctiv

e an

d up

-to-

date

.

Sys

tem

is h

ighl

y ef

fect

ive

and

stud

ents

are

invo

lved

in c

olle

ctio

n an

dsu

mm

ariz

ing

of d

ata.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 8:

The

stu

dent

teac

her

unde

rsta

nds

and

uses

form

al a

nd in

form

al a

sses

smen

t str

ateg

ies

to e

valu

ate

and

ensu

reth

e co

ntin

uous

inte

llect

ual,

soci

al, a

nd p

hysi

cal d

evel

opm

ent o

f the

lear

ner.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Var

iety

of F

orm

al/

Info

rmal

Ass

essm

ent

Str

ateg

ies

Leve

lLe

vel

Leve

lLe

vel

Ass

essm

ent D

ata

Use

d in

Les

son

Pla

nnin

g/A

djus

tmen

t

Leve

lLe

vel

Leve

lLe

vel

Eva

luat

es C

riter

iaan

d F

eedb

ack

Leve

lLe

vel

Leve

lLe

vel

Rec

ordi

ng a

ndM

onito

ring

Ass

essm

ent D

ata

Leve

lLe

vel

Leve

lLe

vel

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 9:

The

stu

dent

teac

her

is a

ref

lect

ive

prac

titio

ner

who

con

tinua

lly e

valu

ates

the

effe

cts

of h

is/h

er c

hoic

esan

d ac

tions

on

othe

rs (

stud

ents

, par

ents

, and

oth

er p

rofe

ssio

nals

in th

e le

arni

ng c

omm

unity

) an

d w

ho a

ctiv

ely

seek

s ou

top

port

uniti

es to

gro

w p

rofe

ssio

nally

.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d*

Ref

lect

ion

onT

each

ing

(writ

ten

jour

nal a

ndco

nver

satio

ns)

Doe

s no

t kno

w w

heth

era

less

on w

as e

ffect

ive

or a

chie

ved

its g

oals

.P

rofo

undl

y m

isju

dges

the

succ

ess

of a

less

on.

Per

cept

ions

are

ofte

n in

ac-

cura

te. D

oes

not a

ccep

tco

nstr

uctiv

e cr

itici

sm w

ell.

Gen

eral

ly a

ccur

ate

impr

es-

sion

of a

less

on's

suc

cess

.O

ffers

vag

ue, g

ener

al s

ug-

gest

ions

for

impr

ovem

ent

or is

dep

ende

nt o

n su

per-

viso

rs fo

r id

eas.

Ope

n to

sugg

estio

ns.

Can

acc

urat

ely

dete

rmin

ew

heth

er a

less

on h

as m

etth

e st

ated

goa

ls a

nd c

ites

refe

renc

es a

bout

how

it m

aybe

impr

oved

. Is

com

mitt

edto

ref

lect

ion,

sel

f-as

sess

men

tan

d le

arni

ng a

s an

ong

oing

proc

ess.

Wel

com

esco

nstr

uctiv

e cr

itici

sm.

Is a

ble

to c

ritic

ally

ana

lyze

ale

sson

wei

ghin

g th

e re

lativ

est

reng

th o

f the

wea

k ar

eas.

Offe

rs a

ltern

ativ

e ac

tions

com

plet

e w

ith p

roba

ble

succ

esse

s w

ith d

iffer

ent

appr

oach

es.A

ctiv

ely

seek

sco

nstr

uctiv

e cr

itici

sm.

Rel

atio

nshi

ps w

ithC

olle

ague

sLi

ttle

inte

ract

ion

with

colle

ague

s or

rel

atio

nshi

psar

e ne

gativ

e, s

elf-

serv

ing

or u

npro

fess

iona

l.

Mai

ntai

ns p

rofe

ssio

nal

cord

ial r

elat

ions

hips

with

scho

ol s

taff

and

atte

nds

requ

ired

mee

tings

.

See

ks o

ppor

tuni

ties

tow

ork

with

col

leag

ues

tole

arn

and

grow

pro

fess

ion-

ally

. Is

will

ing

to g

ive

and

rece

ive

help

.

Rou

tinel

y sh

ares

mat

eria

ls,

reso

urce

s, id

eas

with

colle

ague

s. M

ay v

olun

teer

to o

rgan

ize

task

s or

take

the

lead

with

act

iviti

esw

ithin

a d

epar

tmen

t/tea

mor

at t

he s

choo

l lev

el.

Pro

fess

iona

l Gro

wth

(incl

udes

stu

dent

teac

hing

req

uire

-m

ents

and

por

tfolio

)

Mak

es n

o ef

fort

to s

hare

know

ledg

e w

ith o

ther

s or

to a

ssum

e pr

ofes

sion

alre

spon

sibi

litie

s (a

ttire

,m

anne

rism

s, c

omm

unic

a-tio

ns).

Doe

s no

t com

plet

est

uden

t tea

chin

gre

quire

men

ts.

Par

ticip

ates

in p

rofe

ssio

nal

activ

ities

that

are

pro

vide

d.C

ondu

cts

him

/her

self

in a

prof

essi

onal

stu

dent

teac

h-er

man

ner

mos

t of t

hetim

e. S

ome

stud

ent t

each

-in

g re

quire

men

tsar

e no

t com

plet

edap

prop

riate

ly.

Con

sist

ently

dem

onst

rate

spr

ofes

sion

alis

m in

app

ear-

ance

/man

ners

.Act

ivel

yse

eks

out p

rofe

ssio

nal

liter

atur

e, c

olle

ague

s,co

nfer

ence

s, m

ento

rs, e

tc.

to g

row

pro

fess

iona

lly.

Stu

dent

teac

hing

req

uire

-m

ents

are

com

plet

ed w

ithqu

ality

and

dep

th.

Dem

onst

rate

s le

vels

of

lead

ersh

ip o

n a

team

or

with

the

facu

lty. M

ay in

clud

e:sh

arin

g ne

w k

now

ledg

e/sk

ills,

con

duct

ing/

shar

ing

actio

n re

sear

ch in

the

clas

s-ro

om, m

akin

g pr

esen

tatio

nsto

facu

lty, f

ully

coo

rdin

atin

gev

ents

suc

h as

stu

dy tr

ips,

teac

hing

afte

r sc

hool

enr

ich-

men

t cla

sses

.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Prin

cipl

e 9:

The

stu

dent

teac

her

is a

ref

lect

ive

prac

titio

ner

who

con

tinua

lly e

valu

ates

the

effe

cts

of h

is/h

er c

hoic

esan

d ac

tions

on

othe

rs (

stud

ents

, par

ents

, and

oth

er p

rofe

ssio

nals

in th

e le

arni

ng c

omm

unity

)an

d w

ho a

ctiv

ely

seek

s ou

t

oppo

rtun

ities

to g

row

pro

fess

iona

lly.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B =

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Ref

lect

ion

onT

each

ing

(writ

ten

jour

nal a

ndco

nver

satio

ns)

Leve

lLe

vel

Leve

lLe

vel

Rel

atio

nshi

ps w

ithC

olle

ague

s

Leve

lLe

vel

Leve

lLe

vel

Pro

fess

iona

l Gro

wth

(incl

udes

stu

dent

teac

hing

req

uire

-m

ents

and

por

tfolio

)

Leve

lLe

vel

Leve

lLe

vel

*D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

t...,

coPr

inci

ple

10:

The

stu

dent

teac

her

fost

ers

rela

tions

hips

with

sch

ool c

olle

ague

s, p

aren

ts, a

nd a

genc

ies

in th

e la

rger

com

mun

ity to

sup

port

stu

dent

s' le

arni

ng a

nd w

ell-b

eing

.

Ele

men

tLe

vel o

f Per

form

ance

Uns

atis

fact

ory

Bas

icP

rofic

ient

Dis

tingu

ishe

d*

Par

ticip

atio

n in

Sch

ool/D

istr

ict

Eve

nts

and

Pro

ject

s

Avo

ids

beco

min

g in

volv

edin

sch

ool/d

istr

ict p

roje

cts

and

even

ts.

Par

ticip

ates

in s

choo

l/di

stric

t eve

nts

whe

nsp

ecifi

cally

ask

ed.

Vol

unte

ers

to p

artic

ipat

e in

mor

e th

an o

ne a

ctiv

ity a

ndm

akes

sub

stan

tial c

ontr

ibu-

tions

. Par

ticip

ates

as

muc

has

pos

sibl

e as

a fu

ll st

aff

mem

ber.

Fre

quen

tly s

eeks

opp

ortu

ni-

ties

to v

olun

teer

for

activ

ities

outs

ide

of o

wn

clas

sroo

mor

cre

ates

act

iviti

es s

uch

asen

richm

ent/r

emed

ial c

lass

esfo

r st

uden

ts o

utsi

de o

f reg

u-la

r sc

hool

day

. Val

ues

his/

her

role

in m

akin

g th

e en

tire

scho

ol a

pro

duct

ive

lear

ning

envi

ronm

ent.

Sen

sitiv

ity to

Stu

dent

Nee

ds a

ndA

war

enes

s of

Com

mun

ityR

esou

rces

Doe

s no

t rea

dily

obs

erve

or id

entif

y cl

ues

to s

tude

ntdi

stre

ss, s

peci

al n

eeds

, etc

.D

oes

not h

onor

con

fiden

-tia

l inf

orm

atio

n ab

out

stud

ents

.

Iden

tifie

s sp

ecia

l nee

ds o

fso

me

stud

ents

(vi

sion

,he

arin

g, c

ouns

elin

g, m

edic

alin

terv

entio

n, e

tc.)

but

doe

sco

mm

unic

ate

conc

erns

with

cla

ssro

om te

ache

r.R

espe

cts

the

priv

acy

ofst

uden

ts a

nd c

onfid

entia

lity

of in

form

atio

n.

Is c

once

rned

abo

ut a

llas

pect

s of

a c

hild

's w

ell-

bein

g (c

ogni

tive,

em

otio

nal,

soci

al, a

nd p

hysi

cal),

and

isal

ert t

o si

gns

of d

iffic

ulty

.T

akes

ste

ps to

sto

pdi

scrim

inat

ion

or h

aras

s-m

ent a

mon

g st

uden

ts.

Is p

ersi

sten

t in

seek

ing

toen

d di

scrim

inat

ory

activ

ityor

har

assm

ent a

mon

gst

uden

ts.A

lso,

team

s w

ithth

e cl

assr

oom

teac

her

toob

tain

sup

port

ser

vice

s.

Res

pect

ful a

ndP

rodu

ctiv

eC

omm

unic

atio

nw

ith F

amili

es

Pro

vide

s m

inim

al in

form

a-tio

n to

par

ents

or

is in

sen-

sitiv

e to

par

ent c

once

rns

abou

t stu

dent

s. D

oes

not

mak

e an

effo

rt to

get

invo

lved

with

par

ents

.

Adh

eres

to th

e ex

istin

gfo

rmat

s fo

r co

mm

unic

a-tio

ns w

ith p

aren

ts. N

eeds

to b

e re

min

ded

to c

omm

u-ni

cate

with

indi

vidu

alst

uden

t's p

aren

ts.

Tea

ms

with

the

teac

her

toco

mm

unic

ate

with

par

ents

abou

t the

ir ch

ild's

pro

gres

s(b

oth

posi

tive

and

nega

tive)

on a

reg

ular

bas

is a

nd o

penl

yw

elco

mes

par

ents

to th

ecl

assr

oom

. Res

pons

es to

pare

nt c

once

rns

are

hand

led

with

gre

at s

ensi

tivity

.

Dem

onst

rate

s in

itiat

ive

incr

eatin

g ne

w a

venu

es fo

rco

nnec

tions

/com

mun

ica-

tions

with

fam

ilies

.Thi

s m

ayin

clud

e: fa

mily

lear

ning

pro

-je

cts,

a n

ew o

r di

ffere

nt ty

peof

cla

ss n

ewsl

ette

r, u

tiliz

ing

pare

nts

in c

lass

pro

ject

s.

* D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for s

ome

setti

ngs.

Prin

cipl

e I

0: T

hest

uden

t tea

cher

fost

ers

rela

tions

hips

with

sch

ool c

olle

ague

s, p

aren

ts, a

nd a

genc

ies

in th

e la

rger

com

mun

ity to

sup

port

stu

dent

s' le

arni

ng a

nd w

ell-b

eing

.

Key

to L

evel

s on

the

Rub

ric:

U =

Uns

atis

fact

ory

B=

Bas

icP

= P

rofic

ient

D =

Dis

tingu

ishe

d*

Rat

iona

le &

Sup

port

Ele

men

tW

eek

#W

eek

#W

eek

#W

eek

#

Par

ticip

atio

n in

Sch

ool/D

istr

ict

Eve

nts

and

Pro

ject

s

Leve

lLe

vel

Leve

lLe

vel

Sen

sitiv

ity to

Stu

dent

Nee

ds a

ndA

war

enes

s of

Com

mun

ityR

esou

rces

Leve

lLe

vel

Leve

lLe

vel

Res

pect

ful a

ndP

rodu

ctiv

eC

omm

unic

atio

nw

ith F

amili

es

Leve

lLe

vel

Leve

lLe

vel

*D

escr

iptio

ns a

t the

dis

tingu

ishe

d le

vel m

ay n

ot b

e ap

prop

riate

for

som

e se

tting

s.

Appendix




Summative Student Teaching Profile

72



Cut on this line



73


INTASC #

Brief Description of Evidence:

Analysis of What I Learned:

How This Artifact Demonstrates my Competence on the INTASC Principle:

7


Directions: Videotape a 30-45 minute segment of teaching. Include transitions into and following the lesson.View the tape twice before completing this analysis.

Name Recording Date

Topic of Lesson

What INTASC principles did you plan to demonstrate with this video? (Principle # and Element #)

Describe the degree to which you accomplished your goal:

Self-Analysis of My Teaching

What are some of your personal idiosyncrasies? What can you do about them?

What happens to your voice in different situations?

75

What did you do to set the mood or climate for learning? Would you do anything differently?

Analyze your questions. What do you notice in terms of quality, levels, wait time, your response to students?

How well did you involve all students in responding and participating? Equity issues?

With what progress are you the most pleased?

What areas do you believe you still need improvement?

(If this is not the first video) Describe the differences you are seeing in yourself as a teacher.

* Adapted from: S. V. Drake, "Teacher Self-Evaluation Report," unpublished instrument, BSU.

76

Summative Student Teaching ProfileCollege or University

Student Social Security # Semester

School System Grade or Subject Taught

Name of School School Telephone ( )

Length of Experience: (number of weeks)

Demographics of the school and its community:

Description of classes taught and general classroom environment:

This Student Teaching Profilemay contain a narrative fromthe following supervisors:

University Supervisor

Classroom Supervisor

Classroom Supervisor

ri(2nd Classroom Supervisor, if applicable)

I of .5

Student teachers must demonstrate competence on the INTASC (Interstate New TeacherAssessment and Support Consortium) standards to be eligible for teacher certification. Thestandards describe what every beginning education professional should know and be ableto do. Student teachers have attained levels of competence based on performance standardsin each area. Levels of performance are defined as follows:

Distinguished The student teacher has demonstrated an exemplary ability to create a communityof learners that has students highly motivated and engaged and assuming considerable responsi-bility for their own learning. The student teacher has the potential to be an outstanding first-yearteacher.

Note: Student teachers in special education settings can achieve the distinguished level of performance when theydemonstrate exemplary practices.

Proficient The student teacher clearly understands the concepts underlying the component andimplements it well. This implementation is consistent and effective. He/She demonstrates thelikelihood of becoming an excellent teacher with more experience and mentoring.

Basic The student teacher appears to understand the concepts underlying the component andattempts to implement its elements. Implementation is intermittent and/or not entirely success-ful. Additional reading, observation, and experience (particularly supported by a mentor) mayenable the teacher to become proficient in this area. The student teacher will need significantguidance and ongoing skill development in order to be successful in the classroom.

Unsatisfactory The student teacher does not appear to understand the concepts underlying thecomponent. Work on the fundamental practices associated with the elements is required to enablegrowth in this area. Teacher certification will not be granted at this level.

Student teachers performing at the Proficient or Distinguished levelsshould be considered STRONG CANDIDATES for teaching positions!

Number of WeeksStudent Teaching

111 6-8 weeks

El 10-16 weeks

2 of5

The Expected Range:

Unsatisfactory Basic Proficient Distinguished

Unsatisfactory Basic Proficient Distinguished

78

Interstate New Teacher Assessment and Support Consortium (INTASC)

The PrinciplesI. Understands Content Competency Level Attained

The student teacher understands the central concepts, tools of inquiry, and thestructures of the discipline(s) he or she teaches and can create learningexperiences that make these aspects of subject matter meaningful for students.

2. Understands DevelopmentThe student teacher understands how children learn and develop and canprovide learning opportunities that support their intellectual, social, andpersonal development.

3. Understands DifferenceThe student teacher understands how students differ in their approaches to learn-ing and creates instructional opportunities that are adapted to diverse learners.

4. Designs Instructional StrategiesThe student teacher understands and uses a variety of instructional strategiesto encourage students' development of critical thinking, problem solving, and

performance skills.

5. Manages and MotivatesThe student teacher uses an understanding of individual and group motivationand behavior to create a learning environment that encourages positive socialinteraction in the classroom.

6. CommunicatesThe student teacher uses knowledge of effective verbal, nonverbal, and mediacommunication techniques to foster active inquiry, collaboration, and supportiveinteraction in the classroom.

7. Plans and IntegratesThe student teacher plans instruction based upon knowledge of subject matter,the community, and curriculum goals.

8. EvaluatesThe student teacher understands and uses formal and informal assessmentstrategies to evaluate and ensure the continuous intellectual, social, and physicaldevelopment of the learner.

9. Reflects on PracticeThe student teacher is a reflective practitioner who continually evaluates theeffects of his/her choices and actions on others (students, parents, and otherprofessionals in the learning community) and who actively seeks outopportunities to grow professionally.

10. Participates in the Professional CommunityThe student teacher fosters relationships with school colleagues, parents, andagencies in the larger community to support students' learning and well-being.

Date Print Name InitialStudent Teacher

SignatureStudent Teacher

79

Supervisor

2nd Supervisor, if applicable

3 of 5

Supportive Documentation

Believing Behaving

Student Teacher

Narrative written by: Classroom Supervisor(s)

Signature of Classroom Supervisor Date

Signature of 2nd Classroom Supervisor Date(if applicable)

Becoming

I have read this Supportive Documentation Narrative.I do I do not want this documentationin my placement file.

Signature of Student Teacher Date

4 of 5

80

Supportive cumentation

Believing Behaving

Student Teacher

Narrative written by: University Supervisor

Signature of University Supervisor Date

Becoming

I have read this Supportive Documentation Narrative.I do I do not want this documentationin my placement file.

Signature of Student Teacher Date

81 5 of5

BALL STATEUNIVERSITY,

Developed by:

Ball State University,founded in 1918, is a state-supported school located inMuncie, which is 55 milesnortheast of Indianapolis, Indi-





Phi Delta Kappa International, found-ed in 1906, is a not-for-profit internationalprofessional organization for men andwomen in education. There are Kr,ppa 4,

ioover 600 PDK chapters in the pv 6 a,a13

United States, Canada and 12 E ArN

foreign countries. Its purpose is 2, 47 M.Ae.

to promote quality education, 1., t44,aDo.with particular emphasis on pub- "sd,

Pubslicly supported education. Its pro- the

gramming is designed to stimulate the profes-sional growth of educators and to deal withcurrent problems and issues of education.


(800) 766-1156 (812) 339-1156Fax: (812) 339-0018

Email: cpds @pdkintl.orgwebsite: www.pdkintl.org

821

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f4.

ar,t rat,. t-r- St

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presented by,


Teachers College


Office of Educational Field ExperiencesBall State University Teachers College





M. Kay Stickle, Ph.D., ProfessorDepartment of Elementary Education

The Implementation Guide is designed to facilitate the use of:

The Evaluation of Student Teachers Guidebook

The Student Teacher's Portfolio Handbook



Email: [email protected] Website: www.pdkintl.org

Copyright ©2001 by Ball State University. All rights reserved. No part of this publication may be reproduced or transmitted in any form orby any means, electronic or mechanical, including photocopy, recording, or any information-and-retrieval system, without written permis-sion from Ball State University.

2

Implementation Guidefor the Evaluation of Student Teachers

This Implementation Guide is designed to support the development of a performance-based evaluation process forstudents and is intended to be a companion to the Evaluation of Student Teachers Guidebook (Evaluation Guide)and the Student Teacher's Portfolio Handbook (Portfolio Handbook). It will provide a background for the develop-ment of the rubrics and details to help plan staff development both at the university level and with classroom teach-ers. The staff at the Office of Educational Field Experiences at Ball State University is pleased to provide this sup-portive document to those involved in the task of training tomorrow's educators.

Ball State University and Teachers CollegeBall State University (BSU) is a comprehensive, publicly assisted institution of higher education in Muncie,Indiana, a city of approximately 78,000 people located 56 miles northeast of Indianapolis. About 18,500 under-graduate and graduate students are enrolled and about 830 full-time faculty are employed in seven colleges.

Teachers College is committed to demonstrating excellence in P-12 education as well as preparing outstandingprofessional educators and human service providers, supporting their induction and continuing education, promot-ing research and development in their fields, and influencing policy to enhance their efforts.

Teachers College programs are designed to produce professional educators and human service providers whounderstand the content of their disciplines,understand the development of learners,understand differences among diverse learners,manage and motivate learners effectively,design effective learning strategies,communicate effectively,plan and integrate subject matter effectively,evaluate learner development effectively,engage in professional reflection and growth,participate in the life of their professional community.

As of Fall 2000, total Teachers College enrollment (undergraduate and graduate) equals 4270 students. Undergrad-uate programs include 1752 students in elementary education, 1281 students in secondary education, and 231students in special education. Additional undergraduates include 72 students in vocational education as well as 121students in the dual elementary/special education program. Total undergraduate majors in Teachers College equals3457 students.

Why Performance-Based Assessment?The Indiana Professional Standards Board has adopted the Interstate New Teacher Assessment Support Consortium(INTASC) principles and has also mandated that all beginning teachers be evaluated on these principles. Thereforethe BSU student teaching evaluation instrument was based on the INTASC principles.

An important characteristic of the INTASC principles is that they are performance-based in describing what teach-ers should know and be able to do in the classroom. This is in contrast to the previous requirements for licensingwhich involved a listing of required courses. This approach is in line with licensing procedures in other professions.The National Council for the Accreditation of Teacher Education's (NCATE) Standard II: Ensuring the Competenceof Candidates clearly states that the school of education is expected to assess a candidate's competence before thecompletion of the program and/or recommendation for licensure, and further, that this assessment should includeactual performance.

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Unit Assessment System and Conceptual Framework for Teacher EducationAs mandated by the Indiana Professional Standards Board, all teacher-training institutions in Indiana are requiredto have a Unit Assessment System. BSU has developed a Unit Assessment System to evaluate students through-out their teacher preparation program. In order to better understand progress on this document, the followingbackground is provided. Teacher education at Ball State is centered in the Teachers College, which is the profes-sional teacher education school on campus and the recognized NCATE unit. The dean of Teachers College is therecognized head of teacher education. However, it must be emphasized that teacher education programs involvedepartments and faculty in five other colleges in the university.

The BSU Unit Assessment System (BSU-UAS) encompasses a coherent, sequential, evaluation system forindividual candidates, which includes performance assessments. The BSU-UAS recommends that a range of bothformative and summative assessments be collected at pre-determined decision points throughout the under-graduate program.

In 1998, BSU adopted a new conceptual framework for professional education. The concept provides for the de-velopment and evaluation of all professional education programs. Also, the concept recognizes three broadlydefined essential characteristics of the professional educator:

Believing the possession by the educator of a wide base of knowledge, understanding, and carefullydeveloped beliefs

Behaving the possession by the educator of a wide array of pedagogical performance skillsBecoming the dedication of the educator to lifelong learning and professional excellence

INTASC principles are incorporated into the conceptual framework explicitly as they appear in a circular bandof expressions of professional educator behavior.

How the Evaluation Guide Was DevelopedFour years ago, an interdisciplinary faculty- and community-based team was identified as the "evaluation team."The director of the Office of Educational Field Experiences was a member of the team as well as a teacher and prin-cipal from the field. A retired businessperson was the stakeholder from the community. At the time the team wasconvened, the chair of the Indiana Professional Standards Board was a "visiting professor" at BSU. He also servedon the evaluation team. With the support and a charge from the dean of Teachers College, the team undertook thechallenge of designing a performance-based evaluation instrument based on the INTASC principles.

The work evolved over a two-year period with review of the literature, dialogue, reflection, writing and rewriting.Team members attended numerous work sessions and reviewed various documents regarding the INTASC princi-ples to gain a better understanding of the work to be done. A copy of Charlotte Danielson's (1996) Enhancing Pro-fessional Practice: A Framework for Teaching was purchased for each member of the team. After reviewing herwork, the team decided that Danielson's work would offer the research base and framework for the BSU's evalua-tion instrument. The team selected what was felt to be the most important elements of teaching under each of theINTASC principles. Team members worked in small groups to write rubric descriptions for each of the elements.The defined levels of performance are, with permission, adapted from Charlotte Danielson's book.

A full two-year pilot study was helpful in finalizing the student teaching evaluation instrument. Feedback frompublic school administrators, teachers and BSU student teachers was helpful as numerous rewrites occurred. Theevaluation team views the instrument as a "living document." It is the belief of the team that the instrument willcontinue to be reviewed and revised as the student/mentor teams use it.

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Analysis of instrument reliability is proceeding along three tracts:

1. Throughout the semester, cooperating teachers and selected university supervisors will simultaneouslyperform classroom observations and provide formative evaluations based on multiple performance assess-ments.

2. Throughout the semester, cooperating teachers and professional development school liaisons will simulta-neously perform formative evaluations based on multiple performance assessments.

3. Initiation of a database incorporating teacher/university supervisor ratings of performance assessment levelsof each INTASC principle from the summative evaluation.

This data will be analyzed by a team from the Department of Educational Psychology.

INTASC StandardsThe standards include levels for knowledge, disposition, and performance. In developing this instrument, the areasof knowledge and performance were the easiest to define and measure clearly. A student teacher's disposition,attitude or beliefs should be evident in his or her actions. Thus, the rubrics are heavily weighted toward classroomperformance and planning. Rubrics to measure "disposition" were not created.

Evaluation Using a Rubric FormatMost evaluation instruments being used in teacher education programs have used a numerical scale with a list ofappropriate teacher behaviors. This type of evaluation is quite subjective and leaves much room for interpretationof items.

A rubric evaluation eliminates subjectivity and provides a clear description of the behavior to be assessed. Everyattempt was made with this document to be clear and concise in describing behaviors. Teachers and students in thepilot study provided significant guidance in fine-tuning the rubrics.

Generic Instrument: Early Childhood Through High School and Special EducationDuring the writing phase and the two-year pilot study, the evaluation team spent a great deal of time discussing themerits of a generic, all-inclusive instrument versus adaptations for various populations (special education, the arts,early childhood, etc.). Consultations with individuals from the Indiana State Department of Education and BSU'sadministrative staff took place. The Indiana Professional Standards Board makes it clear that the INTASC standardsrepresent good teaching techniques for ALL levels and disciplines. The standards serve as an "umbrella" overother standards such as content and developmental levels.

A decision was made to use the guide with all students in teacher education. However, each classroom settingis unique and not every rubric will apply. Teachers and students are encouraged to make adaptations and substitu-tions as long as the integrity of the levels of competence (Unsatisfactory through Distinguished) is maintained. Forexample, several of the descriptors at the Distinguished level would not occur in a special education or earlychildhood setting. Therefore, classroom teachers should work with student teachers to determine what behaviorsmight be considered distinguished with that particular standard.

Secondary Education: All student teachers in secondary education are required to obtain copies of the statestandards specific to their discipline. INTASC Standard #1 measures a student's understanding of content. Thesediscipline-specific state standards must be used in tandem with the evaluation guide to assess a student's under-standing and teaching of content.

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Levels of Student Development (Unsatisfactory, Basic, Proficient, Distinguished)Charlotte Danielson's (1996) book Enhancing Professional Practice: A Framework for Teaching provided signifi-cant guidance for us in determining the levels of performance. A decision was made to use the same descriptorssuggested in the text. The definitions have been modified only slightly. Danielson's work in this field is appreciat-ed and her contributions to these efforts are fully recognized.

There was considerable concern during the pilot phase about the term "unsatisfactory." Teachers felt it was too"harsh" or "not encouraging enough." The phrase "needs improvement" was often suggested. After re-reading therubrics at that level, it was determined that the suggested terms would be unacceptable by our standards and thatthe term unsatisfactory would not be changed. Students may start out at this level simply due to lack of experienceand/or modeling. With time and practice, the majority of students move steadily up the scale of performance. Anystudent who remains at a level of Unsatisfactory on any of the INTASC standards will not be certified to teachby BSU.

The rubrics at the level of Distinguished were also somewhat difficult to write. It was important to create anopportunity for outstanding students to be recognized for their efforts. Students at this level distinguish themselvesfrom everyone else. This level is reserved for exemplary achievement. Throughout the documentation, it has beenmade clear that students are expected to achieve within the range from Basic to Distinguished and to be ready toassume responsibility for their own classroom.

KeyTerminology Used in the Teacher Education Program at BSUEach university has titles and terms unique to their setting. The following are definitions of terms used in the teachereducation program at BSU.

University Supervisor: This person is assigned to supervise student teachers in the field by visiting studentsevery other week and conducting seminars. Supervisors include faculty from Teachers College orspecific discipline areas as well as part-time faculty.

Classroom Supervisor: This person is the mentor teacher who has accepted a student teacher into his or herclassroom.

Developmental Portfolio: This is the portfolio a student develops and maintains through student teaching.It is a collection of artifacts demonstrating competence on the INTASC standards. A more detaileddescription can be found in the Portfolio Handbook.

Showcase Portfolio: This is the final portfolio prepared by the student with the very best artifacts illustratinghis or her competence. The student will conduct an oral presentation of the Showcase Portfolionear the end of his or her student teaching assignment. Further details can be found in the PortfolioHandbook.

Benchmark Conference: A conference held at 3-4 week intervals (more frequently in shorter placements)between the classroom supervisor and the student teacher. The purpose of the conference is to discussthe rubric evaluation and the progress being made by the student teacher. Further details can be found inthe Evaluation Guide.

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Why BSU Has Been SuccessfulWe feel the success in launching this evaluation process is due to several factors:

Strong support from the dean of Teachers College.

A full two-year pilot study with nearly 300 teachers and students.Each teacher and student in this study received individual training and significant support from the universitysupervisor. Many students also agreed to be videotaped during their Showcase Portfolio presentations. Thesevideos are now used at seminars with students.

Gathering of feedback from the pilot group leading to subsequent revisions. Rubrics were reworded or clarified.The "how-to" portion of the Evaluation Guide was also rewritten to be more "user friendly."

In-service training was provided for classroom and university supervisors prior to receiving the student teachers.

Training was also provided for university faculty members. They now use the INTASC standards to review andevaluate course content and requirements throughout the undergraduate program.

This Instrument Works Well in BSU's Setting Because ...Students at BSU participate in a variety of field experiences leading to the capstone experience of student teaching.The student teaching experience occurs during the last year of teacher preparation. Most students teach for 16 weekseither full time in one setting or in a split between two settings (e.g., kindergarten and elementary certification).

Possible Modifications for Other ProgramsUniversities have various configurations for field experiences and student teaching. This instrument could be usedover a longer period of time. It could also be adapted for students at the early developmental stages of becominga teacher. Also, modifications could be made to the requirements for the portfolio piece or the format of theShowcase Presentation.

Components That Should Not Be Changed:Frequency of benchmark conferences.Both teachers and students completing the evaluation prior to a conference.The Development Portfolio as a tandem piece with Evaluation Guide.The four levels of performance.

Lessons Learned About Training Faculty and Field SupervisorsClearly, faculty needed to receive extensive training in order to work with the classroom teachers and students. Theywere unfamiliar with the INTASC standards and the use of rubrics at many levels. Time available for training waslimited. Fortunately, grant monies were available to pay a stipend for a half day of training for full-time faculty.Field supervisors (those who do not teach on campus) were provided with a full day of training and paid a stipend.It was important for faculty to hear from students and teachers who had used the Evaluation Guide. This was donethrough panels or videotapes.

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What Was Learned About Training Teachers in the FieldTeachers were trained using several models:

1. Small Groups: A university supervisor trains the teachers of his or her students at an evening seminar in acentral location. This works best when student teaching locations are somewhat clustered. A two-hour blockof time is best.

2. Individual Training: The teacher receives all materials in advance. The university supervisor later meets with theteacher and student to provide clarification and support. A 45-minute block of time is best.

3. Large Group Seminars: Our student teachers often return to their homes to live with parents during studentteaching. Thus, students are located throughout the state. Five different opportunities for teachers to attend afull-day seminar on the new evaluation process were provided. Four dates were held in August at various sitesaround the state. A final training was held on campus in November. All teachers who would have a studentteacher during fall or spring semester were invited. Out of approximately 800 potential supervisors, 335 weretrained. Teachers were paid a stipend and mileage. Lunch was provided. Again, the teacher panels and video-tapes were used to support the presentation. Overwhelmingly positive feedback was received from teachersattending these seminars.

Preparations for Teacher TrainingsA letter of invitation was mailed to all classroom supervisors who were assigned a student teacher during fall orspring semester. Invitations were mailed six weeks prior to the trainings. Letters were sent acknowledging receiptof the registration.

Other tasks necessary:Secure several sites for training (preferably school sites free of charge).Make arrangements for lunch, refreshments, and drinks.Arrange for audio-visual equipment (overhead, screen, VCR/TV).Prepare materials for participants:

University "goodies" as tokens of appreciation (pens, folders, a computer screen saver, etc.);university lapel pins given as a symbol of our partnership with the participants;the Evaluation Guide;the Portfolio Handbook; andpocket folders containing

agenda,sample observation forms,university policy for termination of student teachers,comment sheet from teachers in the pilot study, andevaluation of the training.

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Suggested Outline for a Full-Day Seminar with Classroom TeachersRegistration, Refreshments, Welcome (preferably from the dean)Welcome to our team! (You may wish to give out university pins, folders, pens.)Overview of the agendaPartnerships, value of teacher's skill and collaboration, teaming, advantages of having a student teacher!Get acquainted activity (3 minutes)Performance-based assessment: definition, rationale, benefits, comparisons to previous ways of evaluatingstudentsOverview of the Evaluation Guide; Believing-Behaving-Becoming logo, overview of undergraduate program,INTASC principlesExploring the rubrics: value of rubrics, page layout, definitions of levels, review INTASC #4 rubrics togetherComments from teachers: What are the benefits of this type of evaluation? (Do as a small groupactivity first, and then share in large group.)

BreakObserving a single lesson, transferring information to the rubricsPanel of teachers and students who have used the process

LunchHow to use the rubric: benchmark conferences, keeping notes, discussions and goal setting with students (usesamples of rubric comment pages)Small group activity: present 3-4 potential scenarios of a student teacher, group identifies which INTASC stan-dards apply and the appropriate level for the student

BreakThe Developmental PortfolioThe Showcase PortfolioThe Summative Evaluation: determining final levels with the university supervisor, writing the narrativeQuestions and AnswersA Great Send Off!

What Was Learned About Introducing Students to the INTASC StandardsAt this time, most students are introduced to the INTASC standards during orientation to student teaching. It isanticipated that students will soon be given copies of the standards as they enter the teacher education program.Many professors have included the standards as part of their course syllabi and requirements.

The introduction of the INTASC standards and the Evaluation Guide at student teaching orientation, can be over-whelming for students. Therefore, university supervisors devote much time to discussing the standards and rubricsthrough seminars and individual consultation.

Providing Ongoing Support for University SupervisorsSupervisors who are using this evaluation process for the first time must understand and be able to explain it wellto classroom supervisors. It was discovered that the level of support and enthusiasm from the supervisor hada direct impact on reactions from classroom teachers. Red flags and questions begin to surface within a fewweeks. Several committee members have served as mentors to others. Regular meetings for supervisors are essen-tial to allow for questions, discussion, and problem solving. Videos of sample Showcase Presentations were alsoshown to supervisors.

929

Supporting Classroom Teachers During Site VisitsSupervisors should ask to see the Evaluation Guide from both the teacher and the student teacher. Review theremarks and levels given. Do the levels appear to be accurate? Is the student teacher's self-assessment similar tothat of the teacher? Most supervisors keep a record of the levels at each benchmark conference.

Possible Problems and SuggestionsProblem: The classroom teacher has "overrated" the student teacherperhaps even giving levels of Distinguished

at the first benchmark conference.

Suggestion: Share your concerns about the high marks this early in the experience. Read the specific rubrics withthe teacher. Ask him or her to give you examples of the student teacher's performance at this level.Often the examples they give are not significantly distinguished. Suggest that the activity they aredescribing is probably closer to the Basic or Proficient level. Remind teachers that Distinguished isreserved for students of distinctionstudents who go above and beyond requirements.

Problem: The classroom teacher has indicated levels but has no supporting remarks on the evaluation form.

Suggestion: The university supervisor may write supporting documentation from an observation during a visit.This may serve as a model and stimulus for the teacher. Discuss with the teacher the importance ofgiving examples of evidence. The written remarks will also be helpful as the teacher prepares the finalnarrative.

Problem: The student teacher's self-assessment levels are significantly higher or lower than those of the class-room teacher.

Suggestion: This often occurs due to different interpretations of the rubrics. Ask each party whether the differenceswere discussed and resolved at the benchmark conference. If not, work with each team member tobe sure they understand the rubric and the definitions of each level.

Problem: The classroom teacher complains that the activities stated in the rubrics cannot be accomplished inthis classroom or that he/she does not even work at that level.

Suggestion: Sometimes it helps for the university supervisor to give examples of how other student teachers havemanaged to achieve the Distinguished level under similar circumstances. For example, encourage theteacher and the student teacher to team together in trying some new techniques with students. This team-ing then becomes a process of simultaneous renewal for all! Always encourage the student teacher tostrive for achievement at the highest level, even if the classroom teacher does not model the behavior.

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Professional Development for Your University StaffTraining in the process and use of this performance-based evaluation instrument is helpful. Our success is based ona well-thought-out training process and timeline for implementation. Phi Delta Kappa is prepared to assist yourstaff and faculty with training.

Potential participants in the initial training areteachers college administrators and faculty,field supervisors,representative classroom teachers and students.

Contact: Center of Professional Development and ServicesPhi Delta Kappa International408 N. Union, P.O. Box 789Bloomington, IN 47402-0789800-766-1156Email: [email protected]

Suggestions for Implementing This Evaluation ProcessStudy the INTASC standards and the Evaluation Guide.Make a decision on whether to begin with a pilot group.Schedule professional development through Phi Delta Kappa.Begin pilot study or full use of program and monitor progress.

Final NotesThe development and implementation of this performance-based evaluation process has been an intensive labor oflove for all involved. We are grateful to all who participated in the pilot study and the developmental stages.

It is with pleasure that we introduce you to the Evaluation Guide. We look forward to supporting you in yourefforts to implement performance-based assessment with your teacher education candidates!

94I I

,01

BALL STATEUNIVERSITY.

Developed by:

232E1 SM2,ta affinuaysny,founded in 1918, is a state-supported school located inMuncie, which is 55 milesnortheast of Indianapolis, Indi-





Phi Delta Kappa International, found-ed in 1906, is a not-for-profit internationalprofessional organization for men andwomen in education. There are ((cippa /0,e,

over 600 PDK chapters in the .res:

United States, Canada and 12 eforeign countries. Its purpose is 2 ) ittoto promote quality education, tifi#with particular emphasis on pub- sd,

Vm p oblicly supported education. Its pro-gramming is designed to stimulate the profes-sional growth of educators and to deal withcurrent problems and issues of education.


(800) 766-1156 (812) 339-1156Fax: (812) 339-0018

Email: [email protected]: www.pdkintl.org

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